D System - Department of Educationtdis.deped.gov.ph/uploads/assets/Volume 4_PDRD System... · Web viewHRD-SDD Human Resource Development – Staff Development Division HRM Human Resources

Training and Development System

OPERATIONS MANUALA FIVE-VOLUME COMPILATION OF THE

STANDARDS, PROCESSES AND TOOLS FOR IMPLEMENTINGTHE TRAINING AND DEVELOPMENT SYSTEM

IN THE DEPARTMENT OF EDUCATION

Republic of the PhilippinesDepartment of Education

June 2010

VOLUME 4PROGRAM DESIGNING & RESOURCE DEVELOPMENT (PDRD) SYSTEM

T&D System Operations Manual-Volume 4: The PDRD System

Table of Contents

Section 1.0. Overview of the Training and Development (T&D) System Framework ………………………..….. ………1

1.1. Rationale, p11.2. Vision, p21.3. Goal, p21.4. Objectives, p21.5. Standards and Guiding Principles, p21.6. The Training and Development System and Major Components, p4

T&D System Operations Manual-Volume 4: The PDRD System Page ii

VOLUME 4PROGRAM DESIGNING & RESOURCE DEVELOPMENT (PDRD) SYSTEM

The Training and Development (T&D) System Operations Manual, in five volumes, was developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental,

Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE (Strengthening the Implementation of Basic Education in Selected Provinces of the

Visayas), in coordination with the EDPITAF (Educational Development Project Implementing Task Force), and in consultation with the Teacher Education

Development Program-Technical Working Group (TEDP-TWG), and the National Educators Academy of the Philippines (NEAP).

The five volumes of the T&D System Operations Manual are:

Volume 1 – The Training and Development System Framework Volume 2 – The Training & Development Needs Assessment (TDNA) System

Volume 3 - The Professional Development Planning (PDP) SystemVolume 4 – The Program Designing and Resource Development (PDRD)

SystemVolume 5 – The Program Delivery (PDy) System


Section 2: The Program Designing and Resource Development PDRD) System Design ……………...5 2.1. Program Designing , p52.2. Development of T&D Resource Packages, p8

Section 3 Structure, Functions, Roles and Responsibilities ………………………………………………. ..…..103.1. Regional Level, p103.2. Division Level, p113.3. School Level, p12

Section 4: The Program Designing Critical Processes ……………………………………………………………..…134.1 Preliminary Activities , p134.2. Reviewing Existing Programs, p134.3 Adopting Existing Program Designs, p134.4. Adapting Existing Program Designs, p144.5. Developing New Program Designs, p144.6. Quality Assurance and Monitoring and Evaluation for Program Designing, p144.7. Approval of Program Designs, p14

Section 5: The Resource Development Critical Processes……………………………………………………….. 155.1. Preliminary Steps in Preparing the T&D Resource Package, p155.2 Steps in Adopting, Adapting Existing Resource Materials or Developing a New Resource Package, p155.3. Technical Enhancement of the Instructional Design of the Resource Package, p165.4. Quality Assurance and Monitoring and Evaluation for Resource Development, p165.5. Further Refinement of T&D Resource Packages, p16

Section 6: Monitoring and Evaluation and Quality Assurance of Outputs ……………………………..… 17

Section 7: The PDRD System Guides and Tools………………………………………………………………………… 207.1 Training and Development Program Designing Guide and Tools, p217.2. The Training and Development Resource Development Guide and Tools, p58

T&D System Operations Manual-Volume 4: The PDRD System Page iii


T&D System Operations Manual-Volume 4: The PDRD System Page iv

GLOSSARY OF ACRONYMS

AIP Annual Implementation Plan

BEAM Basic Education Assistance for Mindanao

BESRA Basic Education Sector Reform Agenda

CBTS Competency Based Teacher Standards

CO Central Office

COT Center of Training

DEDP Division Education Development Plan

DepED Department of Education

DO Division Office

ELMP Education Leadership and Management Program

EDPITAF Educational Development Project Implementing Task Force

EBEIS Enhanced Basic Education Information System

ES Education Supervisor

F3 Formal Face-to-Face

FGD Focus Group Discussion

GCA Group Consensual Assessment

HRD-SDD Human Resource Development – Staff Development Division

HRM Human Resources Management

HRTD Human Resource Training and Development

ICT Information Communication Technology

ICT4E Information Communication Technology for Education

INSET In-Service Education and Training

IRR Implementing Rules and Regulations of RA 9155, December 2007

IPPD Individual Plan for Professional Development

JEL Job-embedded Learning

KRT Key Results Thrust

KSA Knowledge, Skills and Attitudes

LAC Learning Action Cells

LEAP Learning Enhancement Action Program

LGU or LGA Local Government Unit or Local Government Authority

LOC Level of Competency

LOI Level of Importance

LRMDS Learning Resource Management and Development System

MOOE Maintenance and Other Operating Expenses

MPPD Master Plan for Professional Development

M&E Monitoring and Evaluation

NCBS-SH National Competency Based Standards for School Heads

NCBTS National Competency-Based Teacher Standards

NEAP National Educators Academy of the Philippines

NGO Non-Government Organization

NSHPI National School Heads Performance Indicators

OPS Office of Planning Service

PCR Program Completion Report

PDM Professional Development Materials


Section 1.0. Overview of the Training and Development (T&D) System Framework(Volume 1 contains the details of the Framework)

1.1.Rationale

The Department of Education (DepED) is presently active in implementing fundamental reforms that include efforts for human resource development at all levels to support quality performance of schools and learners. The Department’s package of policy reforms known as the Basic Education Sector Reform Agenda (BESRA) seeks “to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and informational conditions affecting basic education provision, access and delivery on the ground. These policy reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already being started” (BESRA PIP, 2006).

BESRA’s vision for human resource development propels a unified system that provides for the continuing quality professional development for in-service education personnel at all levels of the educational system. Two of the major policy reforms under BESRA serve as the core of this present initiative for training and development. The first policy is the National School-Based Management Framework and Standards, which is the decentralization of decision-making authority to individual schools allowing various stakeholders to plan and implement goals to improve school performance and student achievement. The second policy is the Teacher Education and Development Program (TEDP), which saw the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework that contains “a set of competency standards for teacher performance so that teachers, pupils and parents are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities”(TEDP Final Report, 2006). Necessarily, training and development for teachers and school heads, for instance, must be based on accepted standards of the profession such as the National Competency-Based Teacher Standards (NCBTS) and the National Competency-Based Standards for School Heads (NCBS-SH).

Training and Development (T&D) is defined for the purpose of this framework as the process of providing professional development for the personnel of the Department of Education. The process is aimed at improving competencies and work performance through the provision of a wide variety of opportunities for individual growth in knowledge, attitudes, and skills. It is a personal and professional growth process, which necessarily integrates the goals of the individual professional with the development goals of the school, division and region for better student outcomes. The ultimate beneficiaries of T&D are the learners whose rights to quality education shall be the system’s foremost consideration.

Professional Development activities range from independent study such as personal or structured professional reading; to supported learning such as mentoring and coaching; to collective action such as getting involved in a professional organization or conducting group research and to formal programs such as on site face-to-face training, distance or on-line course study, and continuing formal education.

Training and Development in the education system is most successful in a learning community, which promotes the goals of school-based management with strong leadership and support systems. It is most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division and region. Moreover, it must be conducted through a functional and integrated system guided by sets of standards, structures, processes, methodologies and tools for effective outcomes.

T&D System Operations Manual-Volume 4: The PDRD System Page 1


1.2. Vision

Professional Development for all, within a culture of collaborative and continuous learning, nurtured by transformative leadership, for the achievement of educational goals

1.3.Goal

The T&D System’s goal is to establish a transforming and integrated set of operations that includes standards, structures, processes, and tools for the provision of quality professional development for educational leaders, teachers and non-teaching personnel that is functional at the regional, division and school levels.

1.4.Objectives

The objectives of the T&D System are to:1. identify priority development and learning needs of the various Human Resource through

a systematic process of competency-based needs assessment for professional development/training

2. develop needs-based Master Plans, training designs and resource packages for identified priority needs to support continuing professional development

3. conduct priority programs including post-training activities for professional development of educational leaders, school heads, teachers and non-teaching staff

4. provide the information Communication Technology (ICT) and the Monitoring and Evaluation (M&E) support operations through the T&D Information System (TDIS) for the T&D system at the central, regional, division and school levels.

1.5. Standards and Guiding Principles

To support the effective operations of a transformative and integrated T&D system, general standards and guiding principles are set:

Equity and Access- All educational personnel, regardless of age, gender, creed, position, and physical abilities,

have equal access to professional development - Effective strategies are utilized to increase participation and involvement of education

personnel for professional learning.- Professional development endeavours, individual or collective, result to empowerment

and improved well-being across diverse groups of clientele

Sustained culture of a learning organization - Involvement and support are maximized if both internal and external stakeholders have

shared aspirations, jointly make decisions and continuously support professional learning.- Each member of the learning community possesses a deep sense of individual

accountability for improving self and regards professional development as a way of life.

Effective and Efficient Use of Resources - Efficiency and effectiveness of the system are ensured through the proper utilization of



resources such as financial, physical, capital and human

Collaboration- Collaboration is a built-in value with opportunities provided for educators to work

together on a regular basis.- Increased student learning as the focus of collaboration facilitates attainment of

professional development goals.- Collaborative mechanisms engage joint efforts with training and development institutions

and other educational partners for advancement programs.

Continuing and cyclical process- Professional Development to be effective is provided with sufficient ongoing follow-up

and technical assistance.- The entire cyclical process of Professional Development is informed by data and research

findings that incorporate innovations and new knowledge.

Sustained by Transformative Leadership- Professional Development is nurtured by transformative leaders who are competent and

skilful, open to change and results-oriented, and have a deep sense of integrity and accountability.

Integrative of individual and institutional development goals directed to better learners’ outcome- Decisions are driven not only by individual professional aspirations but also by the

development priorities of the school, division and region.- Professional development is always directed to learners’ quality education and welfare

bearing in mind the promotion of healthy and protective learning environment as well as fostering equality, respect for human rights, and participation of children

Quality training content and strategies- The quality of training and learning is dependent largely on relevance of training and

learning content and methodologies to intended professional development goals- The utilization of research- based content and strategies ensures effectiveness of training

in improving targeted competencies.

TDNA-Based - Professional development programs must be based on development needs of the

clientele identified through a systematic process and based on competency standards set for the profession.

ICT-enabled - An information management system is integral in the efficient delivery of a quality

professional development program.- The information management system and M&E mechanism that provide disaggregated

data, e.g. sex of its clientele are essential inputs for integrating needs and experiences in planning and development of the systems.

Quality Assured- An effective T&D system has direct connectivity to the SBM’s active quality assurance (QA)

and effective monitoring and evaluation systems to ensure that priority learning needs inform planning and that the DepED personnel in the field apply gains and benefits from



the training.

Integrated and unified: - T&D System that operates as a unified system that integrates professional development

efforts at the central, regional, division and school levels.

1.6. The Training and Development (T&D) System and Major Components The T&D System, as presented in the Functional diagram below, is an integrated system for the provision of continuing quality professional development for in-service educational personnel. It operates as a unified system at the central, regional, division and school levels. It is envisioned that the T&D system will engage teachers, school heads, educational leaders and non-teaching personnel in the continuous conduct and progressive provision of training and development programs through various modalities. It defines the inter-relationships of the different aspects of human resource development from needs assessment, program planning, designing and resource development, and the delivery of in-service professional development programs at the regional, division (including districts or clusters), and school levels. In effect, the T&D System is a support mechanism to the central, region, division and school’s demand for quality capability building to ensure best practice and outcome in the workplace.

The T&D System is composed of four major interrelated subsystems namely: the TDNA System, the Professional Development Planning (PDP) System, Program Designing and Resource Development System (PDRD), and the Program Delivery (PDy) System. The Program Delivery (PDy) System is the main intervention that directly effects change in the knowledge, skills and attitudes (KSAs) of the education personnel. The PDP system is responsible for the completion of the Individual Plan for Professional Development (IPPD), School Plan for Professional Development (SPPD) as well as the Master Plans for Professional Development (MPPD) of the Region and the


Training & Development (T&D) System

2.0Professional

Development Planning

(PDP) System

3.0Program

Designing & Resource

Development (PDRD) System

4.0Program Delivery

(PDy) System4.1

Formal Face-to-Face (F3) Program

4.3M&E for

PD

1.2 TDNA

for School Heads

1.1 NCBTS -TSNA

1.3Organizational TDNA 1.4

M&E for TDNA

3.1Development of Program Designs

3.2Development of

T&D Resource Packages

3.3QA-M&E for PDRD

4.2Job-

Embedded

Learning (JEL)

1.0T&D Needs Assessment

(TDNA) System

2.2 School

Plan for Prof Dev (SPPD)

2.1 Individual Plan for Prof Dev

(IPPD)

2.4QA –M&E

for PDP

2.3 Reg/Div Master

Plans for Prof Dev (MPPD)

Training & Development Information System (TDIS)


Division. The PDRD System generates appropriate T&D program designs and resource packages that would address the priority needs of the target personnel.

The Training and Development Needs Assessment (TDNA) system is very significant for the reason that it informs program planning, designing and resource development. It establishes a match between the trainees’ needs and the training programs to be conducted. The TDNA instruments and processes of the system are guided by the current national standards and list of competencies for various educational personnel such as the NCBTS, which articulates the essential parameters that characterize effective teaching. The system is supported by a TDNA Consolidation Database that is the repository of results of needs assessment done at the school, district/division and regional levels. It analyses uploaded data and generates reports.

The T&D System has its Monitoring and Evaluation (M&E) mechanism embedded across the four subsystems. The internal M&E mechanism of the TDNA, PDP, PDRD and the PDy Systems includes specific processes and tools that support the overall goal and objectives of the entire system. The Quality Assurance scheme sees to it that the outputs at the different levels are achieved based on set standards and specifications. Moreover, the M&E results provide information on the strengths and/or weaknesses of the Training & Development System itself and of the different sub-systems to support sustainability and improvement.

The T&D System is ICT-enabled through the T&D Information System (TDIS). and can be accessed through the EBEIS (Enhanced Basic Education Information System) at http://beis.deped.gov.ph/ . The TDIS is one of the components of the Unified Integration System (UIS) that includes the enhanced BEIS and the LRMDS among others (See Attachment C). The TDIS is incorporated as a module of the enhanced BEIS, taking advantage of the BEIS personnel data, which has been represented in the HR module of BEIS. The TDIS is responsible for collecting and processing data as well as creating the databases required for the analysis of results produced by the systems. It is also responsible for storing data obtained from the Training and Development Needs Assessment (TDNA), as well as consolidation and analysis of TDNA results based on identified variables.

The TDIS maintains as well as generates reports on training programs delivered, program management, trainers, training personnel, training records, and training evaluation. It also provides access to T&D documents/materials such as professional development plans, program designs and resources packages. Professional development materials (PDMs) developed through the PDRD System are also uploaded and accessed through the Learning Resource Management Development System (LRMDS) Portal.

Section 2: The Program Designing and Resource Development (PDRD) System

The Program Designing and Resource Development (PDRD) System consists of two major components. These are Program Designing and Resource Development.

2.1. Program Designing

2.1.1. What is a Program Design?

A Program Design is a conceptual outline that provides succinct and essential information relating to a specific professional development program identified in the School Plan for Professional Development (SPPD) or in the Master Plan for Professional Development (MPPD) at the region


http://beis.deped.gov.ph/


and division level. It delineates the scope and general requirements of the program, i.e. its objectives, program content, duration, implementation strategy and projected cost.

2.1.2. Parts of a Program Design

A Program Design generally includes the following key information: Program title General program information such as program description, prerequisite programs,

duration, management level, delivery mode, target group and costs associated with the delivery of the program

Rationale, objectives , end of program outputs and expected outcome Program content focus which includes content matrix and activity schedule Material requirements Monitoring and Evaluation (M&E) Process

2.1.3. Purpose of the Program Design

The basic purpose of a Program Design is to: provide a conceptual outline for the priority professional development programs

identified in the SPPD/MPPD provide the basis for the development of an accompanying professional development

resource package serve as an executive summary of the professional development program that can be

evaluated for funding.

2.1.4. Guiding Principles for Program Designing

The PDRD-Working Group (WG) is responsible for the provision of quality program designs to support the implementation of scheduled professional development programs as outlined in the SPPD/MPPD. To ensure quality, the following guiding principles should be considered when developing program designs.

Program designs articulate the professional development goals set out in the SPPD/MPPD leading to enhanced competencies and work performance that result in improved students’ learning.

Program designs are based on findings of current research and incorporate innovative strategies and best practices leading to improved student learning.

Program designs take into consideration the specific needs of the target group and the context in which they work.

Effective professional development program designs incorporate appropriate informal structures and tools for job-embedded learning and continuing technical assistance.

Program designs are the product of collaboration between qualified and competent educators.

Program designs are user friendly, technology- enabled and cost effective. Program designs build on existing quality designs. Monitoring and evaluation of program designs make use of multiple sources of

information to guide improvement and demonstrate their quality and effectiveness.



2.1.5. System Flow for Program Designing

The diagram (3.1) below shows how program designs are developed. At the school level, the School PDRD-WG assists the School Head in identifying program designs and materials for the training priorities as indicated in the School Plan for Professional Development (SPPD). At the Regional and Division levels, the PDRD-WG works in collaboration with experts in these levels who represent the target groups for professional capability enhancement as identified in the MPPD. Exisiting program designs and materials may be accessed from the Learning Resourse Management and Development System (LRMDS) through its portal at (http:// lrmds . deped.gov.ph / ) or from other available sources. If there are relevant program designs available then the program design is reviewed and may be simply adopted for use or modified or adapted before it is used for the intended program identified in the SPPD and MPPD. If there are no available program designs, the PDRD-WG will need to oversee the develop of one. If the PDRD-WG is not able to independently develop a new program design they may request technical assistance from external experts to develop the program design. A Training and Development Program Designing Guide and Tools has been developed to assist in this process and can be found in Section 7.1.

2.1.6. Requesting Funds

One of the purposes of a Program Design is that it serves as an executive summary of the professional development program that can then be evaluated for funding. Program Designs can be used to request funding resources for staff development at the school, division or region level.

While there are budget appropriations for human resource development made by the Department of Education, these funds are almost always insufficient to address even the top priorities indicated by analysis results at the various levels. Training and development managers


School /Division/Region T&D – PDRD Working Group

Upon completion of SPPD/MPPD

3.1. Designing of Professional Development Programs 2.2.1

3.1.1Identify

available training design &

materials for identified

T&D priorities

Design &

Materials

Available?

3.1.2aAccess

available training design

3.1.2bDevelop Training design using

Program Design

Template and

standards

Yes

3.1.3Adopt/adapt

available training design

3.1.2cRequest external

expertise to

develop design

Professional

Development Program

Design

2.3.2

TDIS

Database

LRMDS

Database

Develop design? 3.1.4

Register training program

in databaseTDIS

Database

No

NoY

es

3.2

http://lrmds.deped.gov.ph/


are therefore advised to collaborate with the Resource Mobilization Working Groups to develop proposals that out source funds to augment the budget requirements for the T&D activities.

2.2. Development of Training and Development Resource Packages

2.2.1. What is a Training and Development Resource Package?

A Training and Development (T&D) Resource Package is an organized compilation of the instructional program and required materials that support the delivery of a specific professional development activity. It contains the program content, the processes and the support materials that are carefully developed following the specifications indicated in its program design.

2.2.2. Parts of a T&D Resource Package

A T&D Resource Package generally contains the following:

I. General program design Information such as: title, program description, prerequisite programs, duration, management level of program, delivery mode, target personnel, rationale, objectives, end of program outputs, expected final outcomes/success indicators, and the budget requirements associated with the delivery of the program

II. The program delivery details such as: content and expected outputs, schedule matrix , learning approach and methodology, supplies/equipment/materials

III. The activity guidesIV. Handouts and support materials V. Monitoring and evaluation scheme and tools

2.2.3. Standards and Guiding Principles for the Development of a T&D Resource Package

The following standards and guiding principles should inform the development of T&D Resource Packages

a. Learner and Learning-Focused The resource package targets competency enhancement and change in practice of

professionals for improved student learning. Materials integrate the knowledge, skills and attitudes (KSAs) which promote the

creation of learning communities The program content and methodology support adult learning and a collaborative

learning environment. The learning process promotes continuous professional learning. The instructional program is based on the identified needs and competencies of

the target group required for a specific job.

b. Authority-based The instructional program is based on findings of current research and

incorporates innovative strategies and best practices. The resource package is a product of collaboration between qualified and

competent educators. Program materials build on existing quality programs and are based on reliable

sources



c. Relevant content The resource materials deepen professionals’ knowledge on content, provides

them with research-based instructional and assessment strategies to enhance their competencies in improving school performance and students’ learning.

The session guides are carefully engineered learning experiences designed to develop the specified competencies of the target professionals.

The program content describes the skills or knowledge to be learned in a way that the trainee understands.

d. Job-embedded methodology/technology The strategy provides opportunity for the professionals to perform the skills or

use the knowledge under conditions closely resembling the job. The program uses technology that can be used immediately by the trainees. Materials, strategies and time allotted are adequate for professionals to learn,

practice, and apply new concepts and techniques in their current job. The methodology is interactive (i.e. it actively involves the professionals

throughout the training.) T&D Resource packages are technology enhanced and cost effective.

e. Assessment –inclusive The resource package provides materials for professionals to test themselves on

the skills and knowledge learned. The Resource package is evaluated and improved for future use

2.2.4. System Flow for Program Resource Development

As soon as the Program Design is completed, the PDRD-WG starts convening the program developers/experts to compose the working group tasked to review available training resources or to develop new ones. Available materials may be accessed from the LRMDS Portal (http:// lrmds . deped.gov.ph / ) or from other sources.

The diagram (3.2/3.3) below shows that available training resource packages may be adopted or adapted for use. If there are no available materials, and if the PDRD-WG and planners are able, they can proceed to develop the required resource package based on the specifications outlines in the program design. A Training and Development Resource Development Guide and Tools is available for use in the development of program resource packages and can be found in Section 7.2.

If necessary, a request can be made for the LRMDS personnel to develop the technical component of the resource materials based on specifications developed by the PDRD-WG. This may include an interactive format, powerpoint presentations of the content, visual enhancements and other technical elements of the resource package. Training materials are collaboratively developed if necessary by personnel fom both the T&D and LRMD systems.




3.0 . Structure, Functions, Roles and Responsibilities

3.1 Regional Level

StructureThe Program Designing and Resource Development (PDRD) System is part of the responsibilities of the Regional T&D Division. The T&D Chief is full time and works closely with the T&D personnel and the PDRD Working Group (WG). The members of the PDRD-WG are representatives from the different functional divisions of the Regional Office who are designated through a memorandum as members for the implementation of the PDRD system operations for a given term.

Mandated FunctionsSetting standards in learning outcomes and technical assistance in the form of training, performance evaluation, accountability processes, decentralization of functions, and budget in terms of localization, and integration of plans and best practices (BESRA,2006). Plans and manage effective and efficient use of personnel, physical and fiscal resources of the region including professional staff development of the region (RA 9155 Rule 6: 6.1.26).

Roles and ResponsibilitiesThe Region establishes directions for the PDRD System based on policy review and implementation, setting of regional standards and the operations of the PDRD system. It provides technical assistance to the field divisions in relation to T&D activities, specifically in the implementation of the PDRD System. It establishes the PDRD-WG, which included members with M&E responsibilities, for the conduct of activities to implement the PDRD System. It also reports on the operations of the PDRD System and develops recommendations for its enhancement.


School/Division/Region PDRD-WG 3.2./ 3.3. Development T&D Resource Packages

Completion of Program Designs

3.1.4

3.2.1Review

available Resource

Packages (RP) suited to the

program designs prepared

Appropriate

RP available?

3.2.2aRevise RP

(with Assistance

from LRMDS)

according to

evaluation results

Yes

No

3.2.2cRequest

RP developme

nt from other

sources

Does the RP

need revision?

Yes

No

Revised Resource Package

Existing Resourc

e Package

Can the

school/Div/ Reg

develop the RP?

Yes

3.2.2c Develop the RP using

Template (with

assistance from

LRMDS)

Newly-Develope

d Resource Package

No

LRMDS

Databas

e

TDIS

Databas

e3.2.2bAdopt

resource package

for training program 3.2.3

Submit to TDIS and

LRMDS for QA and

cataloguing

4.1.1

4.1.1


More specifically, the Region PDRD-WG is tasked to do the following: Spearhead the organization and technical operations of the PDRD System Coordinate the adopting, adapting or development of program designs and resource

packages to respond to the training and development needs identified in the Regional MPPD

Establish Quality Assurance/Monitoring and Evaluation mechanisms for the PDRD System Maintain PDRD data as part of the Training and Development Information System(TDIS) Coordinate with Learning Resource Management and Development (LRMD) Unit for the

development and possible uploading of program designs and resource packages to the LRMDS Portal (http:// lrmds . deped.gov.ph / )

Provide technical assistance to divisions in the development and review of program designs and resource packages

Consolidate Division PDRD reports including recommendations for improving the System Submit to concerned officials (e.g. Regional Director) the recommendations based on

monitoring and evaluation results of the PDRD System

3.2. Division/District Level

StructureThe PDRD System is part of the responsibilities of the Division Training and Development Team. The T&D Chair is full time and works closely with the PDRD Working Group. The PDRD-WG are representatives from Education Supervisors of Elementary, Secondary and ALS, and Section Heads of Administrative Planning Budget and Finance offices and PSDSs and Secondary School Heads who are designated as members through a memorandum for the implementation of the PDRD system operations for a given term.

Mandated Functions

Plan and manage the effective and efficient use of all personnel, physical and fiscal resources of the division including professional development of staff (RA 9155 Rule 7:7.1.10).

Prepare Division specific plans for training school heads and other school level stakeholders on SBM (BESRA).

Provide opportunities for broad based capacity building for leadership to support SBM (RA 9155 Rule 9:9.1.24)

Provide appropriate organizational support and authority to enhance their capability and competency to carry out teachers mandated roles and responsibilities (BESRA KRT1)

Provide professional and instructional advice and support to the school heads, teachers/ facilitators (RA 9155 8: 8.1.2)

Provide technical assistance in the form of training programs for school heads and teachers (BESRA KRT 1)

Roles and ResponsibilitiesThe Division establishes directions for the PDRD System based on policy review and implementation, setting of division standards and the operations of the PDRD System. It provides technical assistance to the schools in the implementation of the PDRD System through the cluster lead School Heads and responsible ES/PSDS. It establishes the PDRD- WG for the conduct of activities to implement the PDRD system including its M&E requirements. It also reports on the




operations of the PDRD System and develops recommendations for its enhancement.

More specifically, the Division PDRD-WG is tasked to do the following:

Spearhead the organization and technical operations of the PDRD System Coordinate the adopting, adapting or development of program designs and resource

packages to respond to the training and development needs identified in the Division MPPD

Establish Quality Assurance/Monitoring and Evaluation mechanisms for the PDRD System Maintain PDRD data as part of the Training and Development Information System(TDIS) Coordinate with Learning Resource Management and Development (LRMD) Unit for the

development and possible uploading of program designs and resource packages to the LRMDS Portal (http://lrmds.deped.gov.ph/)

Provide technical assistance to schools in the development and review of program designs and resource packages

Consolidate school PDRD reports including recommendations for improving the System Submit to concerned officials (e.g. Schools Division Superintendent) the recommendations

based on monitoring and evaluation results of the PDRD System

3.3 School Level

StructureThe School PDRD-WG is chaired by the School Head with membership from the teaching and non-teaching personnel.

Mandated Function Initiate and sustain the regular practice of teachers using NCBTS as a guide for their personal self appraisal as an integral part of preparing SIP (BESRA PIP 2006).Allocate and utilize INSET funds at the school level to support teacher development needs identified in SIP in accordance with SBM practice (BESRA PIP 2006).

Roles and ResponsibilitiesIn the implementation of the Program Designing and Resource Development (PDRD) System, School Heads lead and facilitate the PDRD-WG in the adopting, adapting or crafting of program designs and resource packages that address the professional development needs of teachers as identified in the SPPD. The ES/PSDS is responsible in providing technical assistance to the School Heads to ensure that quality designs and resource packages are adapted, adopted or crafted.

More specifically, the School PDRD -WG composed of the School Head, and selected Teachers and non-teaching personnel is tasked to do the following:

Coordinate the adopting, adapting or development of program designs and resource packages to respond to the professional development needs identified in the SPPD

Tap external experts to assist in reviewing existing designs and resource packages and/or in developing new program designs and resource packages

Submit quality program designs and resource packages to the Division PDRD-WG for quality assurance and endorsement for possible inclusion on the LRMDS Portal.

Use the Monitoring and Evaluation tools and processes for the PDRD System.



Section 4:The Program Designing Critical Processes

4.1 Preliminary Activities:

There are essential preliminary tasks which need to be completed prior to commencing the actual development of the program design. Details are outlined in the Program Designing Guide and Tools(Section 7.1) that sets out the guidelines and procedures suggested for the Region, Division and Schools to follow in the development of program designs. The Guide and Tools contains the following sections:

What is a Program Design? When do we need Program Designs? Personnel involved in the Program Designing Process Guiding Principles for Program Designing The Program Designing Process Reviewing Existing Program Designs Adopting an Existing Program Design Adapting an Existing Program Design Developing New Program Designs Approval of Program Designs Quality Assurance of Program Designs and M&E of the process Future Refinement of the Program Design Attachments:

- The Program Design Template- Program Design Orientation for School Heads, PSDS and ESs- Budget Template - Monitoring and Evaluation Tools for Program Designing

The following are tasks that the PDRD-WG needs to do at the start of the program designing process:

Study the SPPD/MPPD thoroughly. Identify existing professional development Program Designs. Review existing program designs Manage adoption, adaption or creation of program designs.

4.2 Reviewing Existing Program Designs

The following steps are generally followed in reviewing existing designs: Check for restrictions regarding use of existing designs. Review the program designs thoroughly in terms of applicability and suitability Review the designs vis-à-vis the guiding principles set for program designing. Decide whether to adopt/adapt or not to use the program design

4.3 Adopting Existing Program Designs

If existing program designs are available:



Identify the materials and equipment required to implement the program Prepare a budget that will support the program design Submit the Program Design, along with the budget to the T&D Chief/Chair.

4.4 Adapting Existing Program Design

If existing program designs need to be adapted it is suggested that the steps outlined in Section 1.5 Developing New Program Designs are followed. Information from the existing program design should be incorporated into the new program design, with the necessary adaptation made.

4.5 Developing New Program Designs

Suggested steps to support the development of new program designs using the recommended template are outlined below. Refer to details in the Training and Development Program Design Guide and Tools (Section 7.1).

Step 1a: Complete the general program information for the specific program, which is being designed.

Step 1b: Identify the program delivery mode.Step 2: Write the program rationaleStep 4: Write the objectives, the end of program output(s) and the expected final

outcomes/success indicators to be met by the programStep 4: Develop the program content focus and activity scheduleStep 5: Identify the materials required to implement the programStep 6: Develop the monitoring and evaluation processes that will support the programStep 7: Develop the line item budget

4.6 Quality Assurance and Monitoring and Evaluation for Program Designing

The M&E mechanism and tools can be found in Section 7.1. The following tools have been developed to support the monitoring and evaluation and quality assurance of the Program Designing process:

T&D-M&E Form 1: Individual Profile TemplateD-M&E Form 1: End of Program Designing EvaluationD-M&E Form 2: Program Design Review/Quality Assurance Tool

Once the Program Design has been finalized the T&D Chief/Chair reconvenes the PDRD-WG to ensure that the standards and guiding principles are evidently observed in the Program Design. The M&E tool, D-M&E Form 2- Program Design Review/Quality Assurance Tool, was developed to assist in this process.

To validate the internal review made by the PDRD-WG, the T&D Chief/Chair requests a Quality Assurance (QA) team to review the Program Design using the same tools. The QA team at the Division/Regional levels consists of members with expertise relating to the specific content of the program and with experience working with the target group identified in the program. At the school level, the School Head submits the developed program designs and resource packages to the PSDS/ES for quality assurance.

4.7 Approval of Program Designs

Once satisfied with the quality of the Program Design the T&D Chief/Chair approves its use and



the Resource Development process commences. The Program Design can be uploaded into the TDIS and included in the LRMDS Portal.

5.0 The Resource Development Critical Processes

5.1. Preliminary Activities in Preparing the T&D Resource Package

There are preliminary activities that need to be completed prior to the start of the resource development. Details are outlined in the Training and Development Resource Development Guide and Tools (Section 7.2) that sets out the guidelines and procedures suggested for the Region, Division and Schools to follow in the development of resource packages. The Guide and Tools contains the following sections:

Training and Development Resource Packages Standards and Guiding Principles for the Development of T&D Resource Packages Personnel involved in the T&D Resource Development Process The T&D Resource Development Process Preliminary Steps in Preparing a T&D Resource Package Steps in Adopting, Adapting Existing Resource Materials or Developing a New Package Technical Enhancement of the Instructional Design of the Resource Package Quality Assurance of the Resource Package and Monitoring and Evaluation of the Process Future Refinement of the T&D Resource Package Attachment

- The T&D Resource Package Template- Monitoring and Evaluation Tools for Resource Development

The first tasks that the PDRD-WG should do are the following:

Study the Program Design together with the T&D Resource Package Template.

Review available program resource packages.

a. Ensure that there are no restrictions in place regarding their use. b. If the materials need to be reviewed, the PDRD-WG needs to do the following

review the resource materials’ applicability and suitability in relation to the program which is described in the Program Design

review the resource materials to see if they have incorporated the standards and guiding principles

c. Based on the review process, a decision is made to either: Use the existing resource package without any changes Adapt the existing resource package and align it to current program requirements Not to use the existing resource and to develop a new resource package

5.2. Adopting, Adapting Existing Resource Materials or Developing a New Package

If existing program resource package/materials need to be adapted or modified, it is suggested that the steps outlined below are followed. The same steps are recommended for the development of a new resource package for a specific program:



Study and observe the standards and guiding principles for resource development. Study the T&D Resource Package Template. Complete the write-up of the specific program resource package which is being

developed:I. General Program Design Information: Program Title, Program Description,

Prerequisite Program, Duration, Management level of Program, Delivery Mode, Target Personnel, Rationale, Objectives, End of Program Outputs, and Expected Final Outcomes/Success Indicators, Budget Requirements associated with Program Delivery

II. Organize details of the Program Delivery: The Content and Expected Outputs, Schedule Matrix, Learning Instruction Approach and Supplies /Equipment /Materials

Develop the Activity Guides based on andragogical principles of learning Develop the handout and support materials Describe the monitoring and evaluation processes and develop tools needed for the

program Develop the Preface of the Package

5.3. Technical Enhancement of the Instructional Design of the Resource Package

The technical portions of the materials may be developed to enhance the instructional design, e.g. format and delivery. The PDRD-WG may request technical assistance from LRMD personnel or use of its facility and resources. Enhancement of the resource package may include providing an interactive format for some portions, powerpoint presentations of the lecturette, film clips, animation, visual enhancements and other technical elements of the resource package. Resource packages can be collaboratively developed, if needed, by personnel from both the T&D PDRD-WG and LRMDS.

5.4. Quality Assurance and Monitoring and Evaluation for Resource Development

The following tools have been developed for monitoring and evaluating the Resource Development:

T&D-M&E Form 1: Individual Profile TemplateRD-M&E Form 1: End of Resource Package Development EvaluationRD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool

The Matrix that describes the M&E mechanism and tools are found in the Training and Development Resource Development Guide and Tools in Section 7.2.

Once the Resource Package has been finalized the T&D Chief/Chair reconvenes the PDRD-WG to ensure that the standards and guiding principles are evidently observed in the Resource Package. The M&E tool RD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool has been developed to assist in this process.

To validate the internal review made by the PDRD-WG the T&D Chief/Chair requests a Quality Assurance (QA) team to review the Program Design/Resource Package using the same tools. The QA team at the Division/Regional levels composed of members with expertise relating to the specific content of the program and with experience working with the target group identified in the program. At the school level, the School Head submits the developed program designs and resource packages to the PSDS/ES for quality assurance.

Once satisfied with the quality of the Resource Package, the T&D Chief/Chair approves its use and authorize the delivery of the program.



5.5.Future Refinement of the T&D Resource Package

Following the initial implementation of the program, the PDRD-WG reconvenes to review the M&E reports relating to the resource package and its use during the actual delivery of the program. Based on the M&E results, the resource package is adjusted and further refined to enhance its quality. The T&D office is responsible in uploading the Resource Package to the LRMDS Portal so it can be easily located for future reference and shared with others. This will be coordinated with the Division /Regional LRMDS team. A copy of the Resource Package should also be kept on the TDIS.

6.0 Monitoring and Evaluation and Quality Assurance of the PDRD System

It is the responsibility of the PDRD-WG to complete the M&E and QA processes that are associated with the development of program designs and resource packages. The PDRD-WG will be expected to report on their findings and to incorporate any recommendations for improvement into future processes. M&E Tools have been developed for this process.

The M&E and QA for the PDRD System is shown in the diagram (3.4) above. The systems flow is the same as that in the M&E for the other subsystems of Training and Development and is followed at the division and at the regional levels. Basically, the members of the PDRD-WG responsible for the M&E prepares the resources they need for the task, then implements its M&E Plan as scheduled. The nature of the task is to ensure the compliance of the implementers monitored to the standards set for program designing and resource development activities for the various clientele. Part of the M&E task is to review the quality of the program designs and the resource packages that have been produced and another group is convened by the T&D Chief/Chair to review the quality of the plans based on standards set for professional development plans. Results are recorded, reports prepared and submitted to the T&D Office for uploading in the TDIS.


Region/Division T&D PDRD-WG

3.4. QA –M&E for Program Designing and Resource Development

Completion of MPPD

3.4.2Monitor Program

Designing and resource

development at regional

level

M&E Report

3.4.1Prepare

PDRD-WG for M&E

and Resource

s

3.4.5Prepare

M&E Report

Regional/Division T&D Unit

3.4.6Review

M&E Report

3.4.6aIdentify &

Inform monitored Division of

M&E findings 3.4.6bFormulate/

Revise PDRD Guidelines

PDRD Standards & GuidelinesTDIS

Database

3.4.3QA assess compliance to standards

at division/sch

ool level

3.4.4Record

M&E Results

3.4.7

Communicate standards & guidelines to divisions

Region Policy Review & Adjustment


The T&D Office, in turn, informs the schools and the divisions monitored of the findings and makes the necessary adjustments to the system. Reports are prepared on the monitored processes to inform Regional policy review and adjustment.

Below is the general M&E Framework containing the standards at the input, process, output and outcome system levels covering the T&D operations for the PDRD System at the region, division and school levels.

SystemLevels

Regional LevelStandards

Division LevelStandards

School LevelStandards

Program Designing and Resource Development (PDRD) System(1.Program Designing )Outcome Increased access to quality

program designsIncreased access to quality program designs

Increased access to quality program designs

Output Comprehensive, flexible and needs-based program designs of the region

Quality-assured/standards-based program designs

Comprehensive, flexible and needs-based program designs of the division


Comprehensive, flexible and needs-based program designs of the school


Process Systematic development of program designs at the regional level

Well documented M & E on the Region/Division Management and development of program designs

Relevant feedback provided to enhance the program designs quality and processes in the region

Systematic development of program designs at the division level

Well documented M & E of the conduct of Division/cluster/ school program designs

Relevant feedback provided to enhance the program designs quality and processes in the division/cluster/school levels

Systematic development of program designs at the school level

Relevant feedback provided to enhance the program designs quality and processes in the school

Input Competent and sufficient personnel of the Reg. PDRD-WG

Available support resources: MPPD (Region and Division,

Competent and sufficient personnel of the Division PDRD-WG

Available support resources:

Competent and sufficient personnel of the school’s PDRD-WG

Available support resources: SRC, SIP(AIP), EMIS, SPPD,


T&D Syste

m Monitoring and

Evaluation General

Framewor

k


adequate funds, PDRD System-Vol. 4, resource persons)

MPPD ( Div.) & SPPD (Schools), adequate funds, PDRD System-Vol. 4, resource persons)

adequate funds, PDRD System-Vol. 4, resource persons

Levels Regional LevelStandards

Division LevelStandards

School LevelStandards

(2. Resource Development)Outcome Increased access to quality

Resource Packages that are relevant to address professional development needs in the region

Increased access to quality Resource Packages that are relevant to address professional development needs

Increased access to quality Resource Packages that are relevant to address professional development needs

Output Quality assured/ standards-based Resource Packages for Professional development

Quality assured/ standards-based Resource Packages

Quality assured/ standards-based Resource Packages

Process Systematic & efficient conduct of the Resource Package Development in the region

Well-documented M&E on the conduct of Resource Package Development in the Region/Division

Relevant feedback provided on the quality of the Resource Package and the conduct of Resource Package Development in the Division

Systematic & efficient conduct of the Resource Package Development in the Division

Well-documented M&E on the conduct of Resource Package Development in the Division/ Cluster/Schools

Relevant feedback provided on the quality of Resource Development and the conduct of Resource Package Development in the clusters/schools

Systematic & efficient conduct of the Resource Package Development in the School

Well-documented M&E on the conduct of Resource Package Development in the Schools

Relevant feedback provided on the quality of the Resource Package and the conduct of Resource Package Development in the schools

Input Competent/Expert Resource Package Developers (updated database profile of resource developers)

Quality-assured Program Design with approved budget for the delivery of the program

Available support resources: adequate funds, PDRD System-Vol. 4,)

Competent/Expert Resource Package Developers (updated database profile of resource developers)



Competent/Expert Resource Package Developers (updated database profile of resource developers)





Section 7.0. The PDRD System Guides and Tools

7.1. The Training and Development Program Designing Guide and Tools

Section 7.1: The T&D Program Designing Guide and Tools – for Region, Division and School Levels Page 20


Republic of PhilippinesDepartment of Education

Pilot Version


GUIDE AND TOOLS

Region, Division and School Levels


June 2010



Contents Developing Training and Development Program Designs

- What is a Program Design? - When do we need Program Designs? - Personnel involved in the Program Designing Process - Guiding Principles for Program Designing- The Program Designing Process- Reviewing Existing Program Designs- Adopting Existing Program Designs - Adapting an Existing program Design - Developing New Program Designs- Quality Assurance of Program Designs and Monitoring and Evaluation of the - Process - Approval of Program Designs- Future Refinement of a Program Design

Attachment 1: Training and Development Program Designing Template

Attachment 2: Session Guide for the Program Design Orientation for School Heads, Public School District Supervisors and Education Supervisors

Attachment 3: Budget Template

Attachment 4: Monitoring and Evaluation Tools for Program Designing



DO Division Office














Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE (Strengthening the Implementation of Basic Education in Selected Provinces of the Visayas),

in coordination with the EDPITAF (Educational Development Project Implementing Task Force), and in consultation with the Teacher Education




Volume 3 - The Professional Development Planning (PDP) SystemVolume 4 – The Program Designing and Resource Development (PDRD) SystemVolume 5 – The Program Delivery (PDy) System








PDP Professional Development Planning

PDRD Program Designing and Resource Development

PDy Program Delivery

PSDS Public School District Supervisor

QAA-M&E Quality Assurance an Accountability and Monitoring and Evaluation

RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP Regional Education Development Plan

RO Regional Office

RMSPP Resource Mobilization and Special Programs and Projects

SIP School Improvement Plan

SLE Structured Learning Episode

SPPD School Plan for Professional Development

T&D Training and Development

TDIS Training and Development Information System

TEI Teacher Education Institute

TOT Training of Trainers

UIS Unified Information System

WG Working Group

Developing Training and Development Program Designs

To support the provision of effective professional development it is necessary to have quality Program Designs. This document aims to outline the process for reviewing existing Program Designs to assess their appropriateness for supporting the provision of professional development activities. It also outlines the process for developing new Program Designs.

What is a Program Design?

A Program Design is a conceptual outline that provides succinct and essential information for a specific professional development program. It delineates the scope and general requirements of the program, i.e. its objectives, program content, duration, implementation strategy and projected cost.



A Program Design generally includes the following key information: Program Title General program information such as Program Description, Prerequisite

Program, Duration, Management Level, Target group , Budget Requirements Rationale, Objectives and Competencies on focus Program Content Focus which includes content matrix and activity schedule Material Requirements M&E Process Costs associated with the delivery of the program

There are three basic purposes of the Program Design. These are to: provide a conceptual outline for the priority professional development

programs identified in the SPPD/MPPD provide the basis for the development of an accompanying professional

development resource package serve as an executive summary of the professional development program

that can be evaluated for funding.

When do we need Program Designs?

Program Designs are required whenever there is a plan to conduct a professional development activity. The call for program designs is generally triggered by the approval of School Plan for Professional Development (SPPD) at the school level and Master Plans for Professional Development (MPPD) at the region and division levels. The SPPD/MPPD identifies the specific programs which are to be implemented and are the basis on which Program Designs are identified or developed. The SPPD/MPPD also sets out the timeline for the implementation of specific programs. Once the SPPD/MPPD has been approved, the process for identifying and reviewing existing Program Designs or developing new Program Designs should commence in line with the established timeline for implementation.

Personnel involved in the Program Designing process

Regional Level

At the regional level, the T&D Chief is responsible for overseeing the Program Designing process. The T&D Chief needs to be familiar with the Regional MPPD and be aware of the programs, which are to be implemented, and the proposed timeline. In as much as the programs identified in the MPPD vary in terms of the target groups, its content and its methodology, the T&D Chief has to recommend the formation of different Program Design and Resource Development Working Groups (PDRD-WGs) in accordance with the requirements of the specific program.

It is expected that the membership of the PDRD-WG would consist of people who have experience in program designing, working with the specific target group, and relevant content expertise. Technical assistance from the central office or other teacher training institutions may be sought to support the work of the PDRD-WG. Additional members



of the PDRD-WG may be required at various stages of the program designing process to support specific activities such as the development of the budget and identifying monitoring and evaluation processes.

For program designs, which may need technical expertise outside of DepED, a decision may be made to out-source the process to a Service Provider. This will be dependent on budget availability and would need approval from the appropriate authorities. If out-sourced, the Service Provider would be expected to use the processes outlined in this document and the provided template for Program Designs.

When establishing a PDRD-WG, the T&D Chief should use the following criteria in recommending the program designers: PDRD-WG members should:

have at least three years experience in their field of expertise have at least a Very Satisfactory (VS) performance rating for each of the

last three years have knowledge and expertise in the content area related to the program

to be designed have knowledge of the target group which is the focus of the program

design have experience in program designing ( e.g. developing plans for

professional development) have highly developed writing skills preferably computer literate

It is important to make sure that some members of the PDRD-WG are computer literate so the program design can be produced electronically using the Program Designing Template found in Attachment 1

The T&D Chief is responsible in recommending to the Regional Director the formation of the PDRD-WG and to seek the necessary memorandum to activate the group.

The T&D Chief also oversees the monitoring and evaluation of the program design process. This involves monitoring and evaluation of the Program Design teams and the processes followed, and the quality assurance of the completed program designs

Division Level

Similar PDRD-WGs are established and activated at the division level under the leadership and direction of the T&D Chair following approval from the Schools Division Superintendent (SDS).

The Division T&D Team is also responsible in providing orientation and technical assistance to the ES/PSDS and Cluster Leads School Heads for program designing at the school level. A two-day orientation program is recommended with structured sessions guided by andragogical principles of learning. A sample of a two-day program is found in Attachment 2.

School Level

The School Head will determine the capability of the school to manage the program



designing process. It is important that the school has Program Designers who possess the required criteria for the task. If the school is able, the School Head, with technical support from the ES/PSDS, will lead in the process of developing the program designs for the identified programs in the SPPD. However, if the school does not have the capability to develop the required program designs, it may request external expertise. The ES/PSDS is responsible in providing technical assistance and the monitoring and evaluation of the designing process.

Guiding Principles for Program Designing

The PDRD-WG is responsible for the provision of high quality program designs to support the implementation of scheduled professional development programs as outlined in the SPPD/MPPD. To ensure quality, the following guiding principles should be considered in the process of designing professional development programs.

Program designs articulate the professional development goals set out in the SPPD/MPPD leading to enhanced competencies and work performance that result in improved students’ learning.

Program designs are based on findings of current research and incorporate innovative strategies and best practices leading to improved student learning.

Program designs take into consideration the specific needs of the target group and the context in which they work.

Effective professional development program designs incorporate appropriate informal structures and tools for job-embedded learning and continuing technical assistance.

Program designs are the product of collaboration between qualified and competent educators.

Program designs are user friendly, technology- enabled and cost effective. Program designs build on existing quality designs. Monitoring and evaluation of program designs make use of multiple sources

of information to guide improvement and demonstrate their quality and effectiveness.

The Program Designing Process

With the guiding principles in mind, the PDRD-WG is responsible for providing a program design for a specific program as directed by the T&D Chief/ Chair/School Head. The following are essential preliminary tasks which need to be completed prior to commencing the actual development of the program design:

1. Study the SPPD/MPPD thoroughly.

The PDRD-WG is to carefully study the relevant sections of the SPPD/MPPD to familiarize themselves with the objectives and the competencies of the specific program that is to be enhanced by the program design. The details provided in the SPPD/MPPD will form the basis for the program design.

2. Identify existing professional development Program Designs.



One of the guiding principles in the program designing processes is that program designs should build on existing quality designs. It will therefore be important for the PDRD-WG to identify existing designs, which may support the implementation of the professional development program. Known existing designs may have been identified in the SPPD/MPPD. The PDRD-WG members may also be aware of similar or related program designs that can be availed for the purpose of the program being designed. Sources of program designs include those that have been developed by DepED, TEIs, NGOs, Foreign Funded Projects and other service providers. An additional source of existing designs is the Portal of the Learning Resource Materials Development System (LRMDS). This contains a web-based databank of available professional development materials and can be accessed at http:// lrmds . deped.gov.ph /

3. Review existing program designs

If existing program designs are available, the PDRD-WG reviews the designs and decides on their usefulness in line with the requirement of the specific program design. The process for reviewing these materials is outlined in the section on Reviewing Existing Program Designs. This process includes checking the conditions associated with their use to ensure that DepED has permission to use and reproduce them.

4. Manage development of new program designs.

If no existing program designs are available, it is the PDRD-WG’s responsibility to manage the development of a new program design. This requires the PDRD-WG to follow the process outlined in the section Developing New Program Designs.

Reviewing Existing Program Designs

The following steps are generally followed in reviewing existing program designs:1. Before closely examining any existing program designs, it is necessary to

ensure that there are no restrictions in place regarding their use. It is important to check the copyright details associated with the designs to make sure DepED is able to use and reproduce them if required. If restrictions apply and the Department cannot readily utilize the program design, it may not be feasible to consider the design

2. If existing program designs are available and can be used by DepED, then the PDRD-WG needs to review the program designs before making a decision in terms of their applicability and suitability in relation to the program which is described in the SPPD/MPPD. The PDRD-WG will need to:

compare what is describe in the SPPD/MPPD and what is outlined in the existing program design under review,

review the program designs to see if it has incorporated the guiding principles which inform program designs, and

make a decision as to whether the existing program design can be utilized and if so the level of modification that would be required.

The review should focus on similarities and relevance of the existing program designs to the program identified in the SPPD/MPPD in terms of:




Program Objectives Competencies to be enhanced Target Group Management Level Program Description Mode of Delivery Content (F3 and JEL) M&E Processes

3. Based on the review process, a decision is made to either:

adopt the existing program design without any changes adapt the existing program design to align it to current program

requirements ; or develop a new program design

Adopting an Existing Program Design

If an existing program design is available and found to be suitable for a program identified in the SPPD/MPPD without requiring any changes, then the PDRD-WG needs to:

identify the materials and equipment required to implement the program prepare a budget that will support the program design in line with the program

specification and appropriated budget indicated in the SPPD/MPPD. A template for the budget has been developed and can be found as Attachment 3; and

submit the Program Design, along with the budget to the T&D Chief/Chair.

Adapting an Existing Program Design

If an existing program design needs to be adapted, it is suggested that the steps outlined in the section on Developing New Program Designs are followed. Information from the existing program design should be incorporated into the new program design and the necessary adaptation made.

Developing New Program Designs

The development of any new program design would take into consideration the guiding principles for program designing as described in the preceding section. A template has been developed that identifies the key elements expected to be included in a program design and can be found in the Attachment 1. This template should be completed electronically and used as a guide in providing the needed information to develop a program design.

In the course of the designing process, consideration should be given to the current allocation of funds to support the program as identified in the SPPD/MPPD. Program designs should aim to stay within the existing budget. Suggested steps to support the development of new program designs using the



recommended template are outlined below.

Step 1a: Complete the general program information for the specific program which is being designed.

Complete the general program information required on the Program Design template. The majority of information required in this section can be taken directly from the SPPD/MPPD.

Step 1b. Identify the Program Delivery Mode.

In identifying the program delivery mode, two major components of the program are considered. The first is the Formal Face-to-Face (F3) training and the other is the Job-Embedded Learning (JEL).Various types of delivery modes may be considered for the F3 component. They could be a short-term or long term face-to-face training cum workshops, or levelled training with Training of Trainers (TOT) as the first level and cluster training as the second level.

The JEL is the training component that takes place in the workplace of the trainees. It is a structured system, with a set of procedures and accompanying tools, which supports the trainee’s further training in the real work setting. It is focused on trying out new learning that could be integrated into the trainee’s practice of work. The delivery mode may use learning strategies such as mentoring or coaching, hands-on practice with supervision, demonstration-observation, structured professional reading or internet surfing, learning circles, consultation, dialogue and other job-embedded learning modes that maximizing learning opportunities of trainees while at the same time sustaining quality and effectiveness of program delivery. The JEL is discussed in more detail as an integral part of the professional development program in Volume 5, Operations Manual for the T&D Delivery System.

Step 2: Write the program rationale

State the reason why the program is being developed. Relate the rationale to the goal of the SPPD/MPPD.

Step 3: Write the objectives, the end of program output(s) and the expected final outcomes/success indicators to be met by the program

This section can be taken directly from the SPPD/MPPD and should relate to the domains/service areas, strands and performance indicators.

Step 4: Develop the Program Content Focus and Activity Schedule

In developing the content focus, substantial description of the program is provided. The focus or scope of the program content and objectives are plotted in a matrix based on the KSAs prioritized. Suggested activities are identified and the duration of each activity provided. In completing the content matrix, provide sufficient details so that the resource developers have a very clear and concise picture of what is expected to be achieved.

The content matrix also incorporates the expected output as a result of enhancement



of the KSAs. These outputs may be instruments, tools, checklists or action plans that will help the trainee in any specific follow up activities which are to be completed in the work place. These outputs are to be utilized as an essential part of the JEL program to support the incorporation of new learning into work practices.

Area/ Domain

Specific Objectives

Content Suggested Activity

Duration Expected Output

Formal-Face-to Face (F3) Component Knowledge:Skills:Attitudes:

Knowledge:Skills:Attitudes:

Job-Embedded Learning (JEL) ComponentKnowledge:Skills:Attitudes:


The next step is to develop a general activity schedule that outlines how the whole program will be spread through the identified duration of the program. Tentative titles of activities may be assigned to a particular schedule. Usually, this activity schedule is a required section of a training proposal to be funded.

The details of the program content and activity schedule are dependent on the mode of delivery chosen and will be developed further during the resource development phase. For example if the program is to be delivered through a workshop, a day-to-day schedule showing the activity sequence and duration of sessions will be provided. However, if the mode of delivery is through a coaching program, there is a need to identify the number of coaching sessions and corresponding time requirements, the expected focus during specific sessions and in-between sessions, and the duration over which the coaching sessions would take place.

All the support resources that are required for the successful implementation of the program e.g. session guides, handouts, readings, PowerPoint presentations, are developed as part of the development of the resource packages process described in a separated document entitled the Training and Development Resource Development Goal and Tools. The T&D Chief/Chair will be responsible for managing the development of resource packages and is encouraged to utilize the services provided by the LRMD Instructional Design Team to assist with the development and production of the resources.

Step 5: Identify the materials required to implement the program



Make a basic list of all the supplies and materials that will be required in order for the program to be successfully implemented. This includes the materials and equipment required to facilitate all activities (e.g. LCD, manila paper, markers, whiteboard, etc) as well as those needed by the target participants (folder, notebook, pen).

Step 6: Develop the monitoring and evaluation processes that will support the program

Monitoring and evaluation processes are identified as part of the program design to ensure quality professional development programs are provided. In this section, describe the M&E processes that are to be conducted as part of the program implementation. Identify the specific M&E tools that should be developed e.g. Participants review of program, Facilitators review of program, M&E report on the program.

Step 7: Develop the Line Item Budget

All costs associated with the implementation of the program need to be identified. An initial budget estimate was included in the SPPD/MPPD, but now that the final program design is being developed, it is necessary to review the budget and ensure that projected costs of all program activities are included. A template for the budget has been developed and can be found as Attachment 3. If the program design requires funds above those allocated in the SPPD/MPPD, it should be clearly indicated in the Budget Requirements section of the Identifying Information and recommendations made as to how the additional funds are to be sourced.

Quality Assurance and M&E of Program Designs

It is important that the program design is reviewed by the PDRD-WG to ensure that it is aligned with the SPPD/MPPD and that all the necessary information is provided to support the successful development of the training and development resource package. The PDRD-WG uses D-M&E Form 2: Program Design Review/Quality Assurance Tool for this internal review process. Once the PDRD-WG is satisfied with the quality of the program design, all members should sign the program design indicating the PDRD-WGs endorsement.

The Program Design is then submitted to the T&D Chief/Chair. The T&D Chief/Chair is responsible for reviewing the Program Design to ensure quality of the program design. To assist in the review process, the T&D Chief/Chair needs to establish a Quality Assurance (QA) team to review the program design. The QA team at the Region and Division level consists of members from within the RO or DO or from other agencies such as the TEIs who have expertise relating to the specific content of the program design and experience working with the target group identified in the program design. At the school level, the School Head submits the developed program designs to the PSDS/ES for quality assurance. The same tool used in the internal review process will be utilized to assist in the QA process.

If the QA results indicate that the program design is lacking in some essential elements or requires further refinement, the PDRD-WG is asked to further enhance the program design.



The following tools have been developed to support the monitoring and evaluation and quality assurance of the Program Designing process:

T&D-M&E Form 1: Individual Profile TemplateD-M&E Form 1: End of Program Designing EvaluationD-M&E Form 2: Program Design Review/Quality Assurance Tool

The Matrix that describes the M&E mechanism and tools can be found in Attachment 4

Approval of Program Designs

After the Program Designs had been quality assured, those that were developed at the School level are endorsed by the School Heads to the Schools Division Superintendent thru the Division PDRD-WG for approval to proceed with its implementation and to justify the use of the school MOOE funds. The Division PDRD-WG secures copies of school-developed program designs for uploading onto the TDIS. Quality program designs may also be recommended for inclusion onto the LRMDS Portal. At the Division level, program designs are endorsed by the Division PDRD-WG to the SDS through the Division T&D Chair for certification as to the availability of funds and approval to implement. Moreover, copies of program designs are uploaded onto the TDIS and to the LRMDS Portal. At the regional level, the PDRD-WG endorses the Program Design to the Regional T&D Chief who will submit this to the Regional Director for funding and approval. All approved program designs are to be properly endorsed for inclusion in the TDIS and in the LRMDS Portal.

Future Refinement of a Program Design

Following the initial implementation of the program, the PDRD-WG teams responsible for the development of the Program Design and the Resource Package are reconvened to review the M&E reports relating to the program. Based on the M&E results, the Program Design and the Training and Development Resource Package are adjusted and further refined to enhance its quality.

A final responsibility of the T&D Chief at the regional level and the T&D Chair at the division level is to ensure that the approved and refined Program Designs and Professional Development Resource Packages are included on the TDIS and in the LRMDS Portal. In this way, they can be easily located and accessed for future reference and shared with others.



Attachment 1: The T&D Program Design Template



Republic of PhilippinesDepartment of Education

-DATE-


-Program Title-


Program Design Template

I. General Program Information:

Program Title : (from SPPD/MPPD)Program Description: (based on SPPD/MPPD) Prerequisite Programs: (identify any prerequisites or related programs which will follow)Duration: (outline the period of time which it will take to implement the Formal

Face-to-Face (F3) program e.g. 2 days=16 hrs), and the Job-embedded Learning (JEL) component (e.g. 20 hours over a period of 2 months)

Management Level of Program

(e.g. school based/cluster based/division based/regional based)

Delivery Mode: Describe Formal Face-to-Face (F3) [e.g. 3-day training cum workshop] and Job-embedded Learning (JEL) components of the program (e.g. mentoring, coaching, LAC session, teaching demonstration)

Target Personnel: (from the SPPD/MPPD, including the number of paxs e.g. 50 School Heads )

Budget Requirements: (use the budget template provided to calculate the costs)

Rationale: (state the reason why the program is being provided, relate to the goal of the SPPD/MPPD)

Objectives: (to be taken directly from the SPPD/MPPD and should relate to the domains/service areas, strands and performance indicators)

End of Program Outputs:

A. Formal Face-to-Face Component:

B. Job-Embedded Learning (JEL) Component:

Expected Final Outcomes/Success Indicators: (relate to the overall goal of improving work performance leading to improved learning outcomes)



II. Program Content Focus

Content Matrix (Plot the scope of program content based on the priority KSAs identified and their corresponding expected outputs)

Area/ Domain

Specific Objectives

Content Suggested Activity

Duration Expected Output

Formal-Face-to Face (F3) Component Knowledge:Skills:Attitudes:


Job-Embedded Learning (JEL) ComponentKnowledge:Skills:Attitudes:


Activity Schedule: (Outline how the program will be generally conducted day-to-day. Write tentative activity titles)

A. Formal Face-to Face(F3)

B. Job-Embedded Learning (JEL)



Materials: (identify what supplies, materials and equipment will be required to implement the program e.g. LCD, manila paper, markers etc )

Monitoring and Evaluation: (describe the M&E processes that are to be conducted as part of the program implementation and identify the specific M&E tools that should be developed)



APPROVAL SHEET

This Program Design has been prepared by the following PDRD-WG Members on ________( add date):

______________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ______________________________

Reviewed By:

_____________________________PDRD-WG Head

Recommending Approval:

_____________________________________T&D Chief/Chair) Date:

Certifying the Availability of Funds:

_____________________________________(Finance Officer) Date:

APPROVED:

_______________________________________Regional Director (for Regional Program Design)

Schools Division Superintendent (for Division/School Program Design)

Date:



Attachment 2: Sessions Guide for the Program Designing Orientation for School Heads, Public School District Supervisors and Education Supervisors



Session guide for the Program Designing Orientation for School Heads, Public Schools District Supervisors and Education Supervisors

Duration of Session

Two days

Key Understandings to be developed

A Program Design is a conceptual outline that provides the succinct and essential information relating to a specific professional development program identified in the School Plan for Professional Development (SPPD) or in the Master Plan for Professional Development (MPPD) at the region and division level.

A Program Design takes into consideration the specific needs of the target groups and the context in which they work. It is a product of collaboration of qualified and competent educators.

Learning Objectives

Gain knowledge on Program Designing Acquire skills in Program Designing through the development of a

program design Appreciate the importance of Program Designs for the enhancement of

professional competencies Develop an Action Plan for the implementation of Program Designing at

the school level Resources Training and Development Program Designing Guide and Tools

SPPDs from the schools of the participants Sample of existing Program Designs D-M&E Form 2: Program Design Review/Quality Assurance Tool

Day 1

(To start right after a brief opening program)

Preliminary Activity: “SPPD Mo, i-Patrol Mo!” - Let the participants stand up and waltz around while the music is playing.

- When the music stops, they are to form groups of four and share their responses to the following question. Question 1: Are you happy with the SPPD that was developed for your

school? Why? (SH) Are you happy with the SPPDs that were developed for the

schools in your district? Why? (ES/PSDS)

Repeat the process for each of the following questions

Question 2: What were the facilitating factors that supported the development of your SPPD? (SH)

What were the facilitating factors that supported the development of the SPPDs in your district? (ES/PSDS)

Question 3: What were the delaying factors you experienced when developing of your SPPD? (SH)

What were the delaying factors experienced by the schools in your district when developing their SPPD? (ES/PSDS)



Question 4: What suggestions can you recommend to further improve the SPPD process and the tools used to monitor the process? (SH/ES/PSDS)

Activity 1:1. Group the participants into groups of 5 schools at the maximum, making

sure that School heads and their corresponding ES/PSDSs are in the same group.

2. Each SH presents his/her SPPD to the group while other School Heads and ES/PSDSs write their comments/suggestions on meta strips focusing on the SPPD components indicated in the matrix below.

3. At the end of every presentation, ask the participants to post their comments and suggestions on the matrix provided.

Content Process M&E of SPPD

Recommendation

- Accurately based on the national, regional, and division context

- Evidence of accurate data analysis

- Very clear program goals and objectives

- Used Language of NCBTS competencies

- Completeness of the SPPD

- Steps followed which were difficult/easy

- Wide participation and proper representation of planners

- Use of the manual and template

- Deviations made

- Helpfulness of the SPPD orientation

- Length of time for completion, refinement and approval of the SPPD

- Process of M&E

- People in charge of M&E

- Proper Tools used

- Reporting of M&E Results

- SPPD process

- Tools/template

- Responsibilities

- Others

4. Ask the groups to select a group secretary to encode/record outputs.

5. Based on the comments and suggestions given and agreed upon, give participants ample time to refine their SPPDs.



Activity 2:

Familiarizing the participants with the T&D Program Designing Guide and Tools

1. Start the activity by asking participants to draw a question from a box and give an answer to the question drawn. Sample questions include:

- What insights have you gained during the critiquing of the SPPD?- What have you learned about the T &D System?- What have you learned about the T&D planning system?- What do you know about the SPPD?- What is a professional development plan?- What is the use of an M&E tool?- What is done with data gathered from M&E tools?- What is the role of a SH in the SPPD process?- What is the role of an ES/PSDS in the SPPD process?

2. The following three important questions should be asked and discussed

in detail with the whole group:- What do we do with the completed SPPD?- What should be the next steps after an SPPD is approved?- Who are the personnel involved in implementing the next steps?

3. Provide the participants with an overview of program designing by discussing with them the following information: What is a Program Design? When do we need Program Designs? Personnel involved in the Program Designing Process Guiding Principles for Program Designing The Program Designing Process Reviewing Existing Program Designs Adoipting an Existing Program Designs Adapting an Existing Program Design Developing New Program Designs Approval of Program Designs Quality Assurance of Program Designs and M&E of the process Future Refinement of the Program Design Attachments:

- The Program Design Template- Program Design Orientation for School Heads, PSDS and ESs- Budget Template - Monitoring and Evaluation Tools for Program Designing

NOTE: The T&D Program Designing Guide and Tool is the document used to inform this discussion. You may wish to develop a PowerPoint presentation to support this activity



Day 2

Activity 3Kapamilya, Kapuso Mo: Look for Them

Organise the participants into four (4) groups using the following steps:a. Ask each participant to pick a rolled piece of paper containing e.g. the

names of the cast of the 4 popular teleseryes/variety shows, group of animals, flowers, shapes, etc. Upon opening the rolled paper, the participants would look for their kapamilya/kapuso.

b. Those participants who are not able to find their correct kapamilya/kapuso are asked to answer questions to review the learning from the previous day and to link to the next activity which is Program Designing.

Program Designing Proper

a. Assign groups for simulating the development of a program design in particular school

b. Call their attention to the sample Program Designs developed for easier understanding of the steps for program designing.

c. Allow each group to agree on the most common training need identified in the SPPDs from the schools of their jurisdiction. An example could be: Assessment, Multiple Intelligences, Mastery of Subject Matter, Strategies

d. Give participants time to develop a program design

Activity 4Critiquing of developed Program Designs developed with the use of M&E Tools

1. Allow participants time to critique the developed Program Designs. The following steps may be used:a. Organise the participants so that Group 1 &2 joint together and Group 3

joins with Group 4. b. The developed program design of for one group is given to the partner

group for critiquing and vice-versa.c. Groups should use D-M&E Form 2: Program Design Review/Quality

Assurance Tool to critique the program design. d. Following the review of the program design each groups should provide

feedback to their partner group on the quality of the program design developed.

2. Ask the participants the following questions:- Was it easy or difficult to develop a program design? What made it

easy? Difficult?- Do you think that the Program Design developed by your group really

addresses the training needs of the target clientele? Why or why not?



- Was the M&E tool useful for quality assuring the Program Design?

4. Give the participants ample time to refine the developed Program Designs based on the feedback from their partner group.

Activity 5Action Planning for Program Designing at school level

Discuss the purpose and importance of developing an Action Plan.● Distribute the Next Steps/Action Plan Matrix

Activity Date Objective People Involved/ Responsible

Preparatory Activities:1. Establishing the PDRD-

WG and identifying the program designers.

2. Meeting with Program Designers

3. Material/Sources Preparation

ES/PSDSSchool HeadTeacher-PlannersResource Persons, if necessary

Conduct of the Program Designing:Program 1

Program 2

Program 3

Program 4

Post Program Designing Activities1. Refinement of

Program Designs

2. Quality Assurance of Program Design

3. Approval of program Design

- Discuss the parts of the matrix and explain what information needs to be included in each section.

- Let the School Head, supported by their ES/PSDS prepare their Program Designing Action Plan using the matrix.

- Ask volunteers to present their Action Plan for sharing purposes.- Review the key understandings about Program Designing developed.- Ask each group submit a copy of their Action Plan to the management

for monitoring purposes.



Closing PDRD-WG facilitates an appropriate closing activity

Attachment 3: Budget Template



BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS(A separate electronic file in excel format is available)

Activity :________________________ Level: RegionVenue :________________________ DivisionDate :________________________ Cluster

School

Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

Professional Learning Teams Peer Observation Programs

Workshop Accredited Courses

Structured Professional Reading Personal Professional Reading

Practicum/School Visit Programs On-line Learning Programs

External Consultant/Critical Friend Others: Please specify __________________

ITEM OF EXPENDITURE

# REQUIRED(e.g. # of pax / units / sets /

hr)

Cost per Unit/Hour

Total # of days

Amount

A. Pre Implementation Designing / Materials Development Honorarium Materials Travelling Expenses Fares: Air Land Sea

Sub-total Pre Implementation

B. Implementation Live-IN:

Accommodation & Food Live-OUT:

Food Training materials Equipment Rental (Specify)

Streamer/ Banner

Reproduction Cost



Allowance Per Diems Honoraria

Travelling Expenses Fares: Air Land Sea Vehicle Rental Terminal Fees Toll Fees Fuel

Sub-total Implementation

Total A & B

Contingency 10%

GRAND TOTAL


Designation:

Date:

Designation:

Date:

Designation:

Date:

Prepared by: Prepared by: Prepared by:


Attachment 4: Monitoring and Evaluation tools for Program Designing



M&E for the T&D Program Designing System

M&E tools are provided to support the program designing process. The following tools are available:

Tools for Program Designing:T&D-M&E Form 1: Individual Profile TemplateD-M&E Form 1: End of Program Designing EvaluationD-M&E Form 2: Program Design Review/Quality Assurance Tool

The matrix below describes the M&E process and tools

What will be monitored

How it will be monitored

M&E tool to be used

Who will be responsible for the monitoring

When will the monitoring take place

How will the results be used

The membership of the team responsible for the development of the Program Design in relation to the experiences and expertise which individuals bring to the team.

All members of the Program Designing Team are asked to provide a personal profile outlining their work experiences and qualifications.

T&D-M&E Form 1: Individual Profile Template

PDRD-WG During the formation of the Program Designing Team

The PDRD- WG analyzes profiles to ensure that members have the relevant experience and expertise to support the program design process.

Profiles are to be entered into the TDIS database of Program Designers at the Region, Division and School levels.

Team Members perception of the extent they successfully completed the designing process

Program Designing Team members will individually complete the End of Program Designing Evaluation

D-M&E Form : 1 End of Program Designing Evaluation

PDRD- WG Following the completion of the Program Designing process

End of Program Evaluation Forms are collated by the PDRD-WG and reviewed to identify how the processes can be improved.

A summary of the results are included in the Program Completion Report and the recommendations are incorporated in future processes

Completed Program Designs

The Program Designing Team and a QA Team will review and quality assure the completed Program Designs at the region, division and school levels

D- M&E Form 2: Program Design Review/ Quality Assurance Tool

Program Designing Team and a QA Team at the region, division and school level

At the completion of a program design

The Program Design is refined based on recommendations from the review/QA. Based on the review, a decision is made regarding whether the program is to be implemented or not.Recommendations are made to improve future program designing processes and included in the Program Completion Report.




I PERSONAL DATAName:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable): Sex: Male FemaleDate of Birth: Home Address: Contact #: e-mail address: Region: Division: District: Office/School: Address: Current Position:

Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE(List from most current.)

POSITION MAIN AREA OF RESPONSIBILITY e.g. subjects taught, level supervised

LEVEL e.g. Elem/Sec/ALS school, district, division,

region

INCLUSIVE

PERIOD

Use additional sheet if necessary.

III. TRAINING ATTENDED OVER THE LAST THREE YEARS



Please check training focus and management level for all training attended over the last three years.

Training Focus Training attended over last 3 years ()

Management Level of TrainingCentral Region Division Cluster School

Curriculum

Resource Materials Development

Planning

Management

Policy Development

Research

Other, please specify ______________

IV. SIGNIFICANT EXPERIENCES

Identify which of the following areas you consider to be your area(s) of expertise: School Based Management Monitoring and Evaluation Quality Assurance Subject Specialization: _____________) Access Education Policy Development Education Planning ICT Learning Resource Materials Development Other, please specify ________________ Delivery of Training

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify --

List your significant experiences in the identified areas


V. TRAINING AND DEVELOPMENT EXPERIENCES



Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training



I certify that the information I have given to the foregoing questions are true, complete, and correct to the best of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be incorporated into the T&D Information System Database.



D-M&E Form 1: End of Program Designing Evaluation

Name of Program Designer: _________________________Sex: Male Female

Title of the Program Design: _____________________________________________

Target Personnel Group: ________________________________________________

As a member of the Program Designing Team please rate how you think the team implemented the following processes involved in the development of the program design. Please tick the appropriate column for your rating using the scale below.

Numerical Rating Interpretation4 Very High Extent3 High Extent2 Low Extent1 Very Low Extent

To what extent did the Program Designing Team implement/demonstrate the following?

1 2 3 4

1 Examined existing Program Designs for the purpose of adoption/ adaption

2 Supplied adequate general program information for identifying the Program Design

3 Aligned the rationale of the Program Design to the MPPD/SPPD goal4 Considered the objectives in the MPPD/SPPD when developing the

Program Design objectives5 Provided adequate details in the Program Design in relation to:

a. the delivery mechanism to be employed (e.g. F3 and JEL)b. how the program will be facilitated

6 Provided sufficient information in the Program Content Matrix for both the F3 and JEL components in relation to:

a. specific objectivesb. content (KSAs)c. suggested activitiesd. duration of activities

7 Outlined a clear schedule of activities for the F3 and JEL components 8 Described detailed information regarding the materials required to

implement the program9 Outlined the M&E details of the program with a clear description of the

M&E process to be employed10 Itemized the budgetary requirements accurately for the implementation

of the Program Design 11 Enhanced competencies in the program designing process 12 Expressed commitment to apply the learning gained in program

designing in future similar activities13 Expressed willingness to transfer the technology learned to others

Do you have other comments/suggestions/recommendations for the improvement of the



program designing process?

Please submit completed form to PDRD-WG. Results should be incorporated in the Program Completion Report



D-M&E Form 2: Program Design Review/Quality Assurance Tool

This form is used by both the PDRD-WG and the Quality Assurance Team to support the review and quality assurance of the developed program designs at the region, division and school level. The PDRD-WG will use the form to internally review its work before submitting the Program Design for QA, through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will establish a Quality Assurance Team to review the developed program design to ensure that it meets the standards set for program designs.

Rating Guide:Numerical Rating Interpretation

4 Very High Extent3 High Extent2 Low Extent1 Very Low Extent

Use the scale above to evaluate the Program Design by checking the appropriate columnTo what extent …….. 1 2 3 41 does the program design build on quality program design concepts?2 do the rationale, objectives and competencies identified in the

program design relate to current demands in education as stipulated in the SPPD/MPPD?

3 does the program design take into consideration the specific need of the target group and the context in which the work in identifying:

a. the delivery mode (formal and job-embedded)?b. innovative strategies?c. research-based practices?

4 does the Program Content Matrix provide sufficient information in relation to the KSAs to be developed for:

a. the F3 program delivery?b. the JEL program delivery?

5 is the content described in the program design:a. logically sequenced?b. accurately presented?c. sufficiently covered?

6 is the schedule of activities:a. logically organizedb. an accurate reflection of required resources needed to

successfully implement both the formal face-to-face and job-embedded learning components of the program?

7 have the required support materials been accurately identified?8 has an accurate budget for the program been prepared?9 is the program design a product of collaboration between qualified

and competent educators?10 is the program design user friendly, technology enabled and cost

effective?



11 does the suggested job-embedded learning (JEL) component encourage the engagement of participants in applying their learning from the face-to-face (F3) training in their daily work?

12 does the JEL promote opportunities for collaborative learning in the workplace?

13 does the JEL include an appropriate time frame adequate to complete expected accomplishments/outputs?

14 does the JEL provide a flow of activities for JEL implementation?15 does the JEL identify means of verifying accomplishments and

outputs?

Do you have any comments/suggestions/recommendations for the improvement of the Program Design:

A. Formal Face-to-Face (F3) Design:

B. Job-Embedded Learning (JEL) Design

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________

Results should be used when developing the Program Completion Report



7.2. The Training and Development Resource Development Guide and Tools

Section 7.2: The T&D Resource Development Guide and Tools – for Region, Division and School Levels Page 58


Republic of the Philippines Department of Education

June 2010


GUIDE and Tools

for Region, Division and School Levels


Contents

Guide to Developing T&D Resource Packages

Training and Development Resource Packages Standards and Guiding Principles for the Development of a Training and Development

Resource Package Personnel involved in the Training and Development Resource Development Process The Training and Development Resoiurce Developmetn ProcessPreliminary Steps in Preparing A Training and Development Resource PackageSteps in Adopting, Adapting Existing Resource Materials or Developing a New Resource

PackageTechnical Enhancement of the Instructional Design of the Resource PackageQuality Assurance of the Resource Package and Monitoring and Evaluation fo the Process Future Refinement of the Training and Development Resource Package

Attachment 1: The Training and Development Resource Package Template

Attachment2: Monitoring and Evalution Tools for Resource Development



DO Division Office













Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE (Strengthening the Implementation of Basic Education in Selected Provinces of the

Visayas), in coordination with the EDPITAF (Educational Development Project Implementing Task Force), and in consultation with the Teacher Education




Volume 3 - The Professional Development Planning (PDP) SystemVolume 4 – The Program Designing and Resource Development (PDRD)

SystemVolume 5 – The Program Delivery (PDy) System









PDP Professional Development Planning

PDRD Program Designing and Resource Development

PDy Program Delivery

PSDS Public School District Supervisor

QAA-M&E Quality Assurance an Accountability and Monitoring and Evaluation

RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP Regional Education Development Plan

RO Regional Office

RMSPP Resource Mobilization and Special Programs and Projects

SIP School Improvement Plan

SLE Structured Learning Episode

SPPD School Plan for Professional Development

T&D Training and Development

TDIS Training and Development Information System

TEI Teacher Education Institute

TOT Training of Trainers

UIS Unified Information System

WG Working Group



Training and Development Resource Development

Training & Development Resource Packages

Training and Development (T&D) Resource Development involves the preparation of resource packages. A T&D Resource Package is an organized compilation of the instructional program and required materials that support the delivery of a specific professional development activity. It contains the program content, the processes and the support materials that are carefully developed following the specifications indicated in its program design.

A T&D Resource Package generally contains the following:I. General Program Design Information such as: title, description,

prerequisite programs, duration, management level of program, delivery mode, target personnel, rationale, objectives, end of program outputs, expected final outcomes/success indicators

II. The Program Delivery details such as: content and expected outputs, schedule matrix , learning approach and methodology, supplies/equipment/materials

III. The Activity GuidesIV. Handouts, Readings and PowerPointsV. Monitoring and Evaluation Scheme and Tools

Standards and Guiding Principles for the Development of a T&D Resource Package

The following standards and guiding principles have been developed to inform the resource development process:

a. Learner and Learning-Focused The resource package targets competency enhancement and change in

practice of professionals for improved student learning. Materials integrate the knowledge, skills and attitudes (KSAs) which

promote the creation of learning communities The program content and methodology support adult learning and a

collaborative learning environment. The learning process promotes continuous professional learning. The instructional program is based on the identified needs and

competencies of the target group required for a specific job.

b. Authority-based The instructional program is based on findings of current research and

incorporates innovative strategies and best practices. The resource package is a product of collaboration between qualified

and competent educators. Program materials build on existing quality programs and are based on

reliable sources



c. Relevant content The resource materials deepen professionals’ knowledge on content,

provides them with research-based instructional and assessment strategies to enhance their competencies in improving school performance and students’ learning.

The session guides are carefully engineered learning experiences designed to develop the specified competencies of the target professionals.

The program content describes the skills or knowledge to be learned in a way that the trainee understands.

d. Job-embedded methodology/technology The strategy provides opportunity for the professionals to perform the

skills or use the knowledge under conditions closely resembling the job. The program uses technology that can be used immediately by the

trainees. Materials, strategies and time allotted are adequate for professionals to

learn, practice, and apply new concepts and techniques in their current job.

The methodology is interactive (i.e. it actively involves the professionals throughout the training.)

T&D Resource packages are technology enhanced and cost effective.

e. Assessment –inclusive The resource package provides materials for professionals to test

themselves on the skills and knowledge learned. The Resource package is evaluated and improved for future use

Personnel involved in the T&D Resource Development Process

The Resource Development process is usually done by the PDRD-WG. The membership of the PDRD-WG will vary depending on specific resource requirements and include an expanded pool of master teachers or experts who will be needed to develop more specialized or technical materials for the resource package identified.

The PDRD-WG members are selected in line with the following criteria: knowledge and expertise in the content area related to the resource

package to be developed adequate knowledge of the target group which is the focus of the resource

package experience in resource development ( e.g. session guide development,

module writing) highly developed writing skills at least three years experience in their field of expertise at least a Very Satisfactory (VS) performance rating for each of the last

three years preferably computer literate



Technical assistance from educational experts within the cluster, the district/division, the regional or from other sources e.g. TEIs, may be sought to support the work of the PDRD-WG at the different levels. Resource persons or on-call consultants may be required to support highly specialized content areas. The PDRD-WG is responsible for overseeing the monitoring and evaluation of the resource development and the QA Team is responsible for assuring the quality of the completed program resource packages.

The T&D Resource Development Process

As soon as the Program Design is completed, the PDRD-WG will need to make a decision about who will be responsible for the development of the resource package. In making this decision the PDRD-WG would need to take into consideration as the following:

the nature of the program design and the level of complexity required to develop the resource. For example at the school level, some programs such as those designed for a LAC session may require the development of a less complex resource package, while others such as a face-to-face training program may require the development of an extensive resource package.

the availability of experts to develop the program. For example, some schools may have existing expertise to develop a specific resource package among their current staff, while others may not depending on the nature of the program.

the time which will be required to develop the resource package. For example, the development of resource packages by staff at the school level should not adversely affect the teachers’ prime responsibility of teaching.

If the PDRD-WG believes that it can manage the development of the resource package then this group will be tasked to review available training resources for adoption/adaptation or to develop new ones. Available materials may be accessed from the LRMDS Portal http:// lrmds . deped.gov.ph / or from other sources such as the internet.

The available training resource packages may be adopted or adapted for use depending on their suitability. If there are no available materials, the PDRD-WG can proceed to develop the required resource package as specified by the program design. A set of guidelines and template found in the following section may be used to support the development of program resource packages.

If necessary, a request can be made for the LRMDS to develop the technical component of the resource materials based on specifications developed by the PDRD-WG. This may include an interactive format, powerpoint presentations of the content, visual enhancements and other technical elements of the resource package. Resource Packages can be collaboratively developed, if needed, by personnel from both the T&D and LRMD systems.

If the PDRD-WG feels to the need for assistance in the management and development of the resource package then a request, through the SH/SDS/RD, may be made for




external support. For example, assistance at the school level may be sought from the cluster, district, division, region or from a service provider.

Preliminary Steps in Preparing a T&D Resource Package

1. Study the Program Design together with the T&D Resource Package Template. The PDRD-WG carefully studies the Program Design and the elements required by the T&D Resource Package Template (see Attachment 1) to examine and familiarize themselves with the specifications that should guide the search for, or development of, the needed resource package. It is important to define the program scope particularly the Content Matrix indicating the knowledge, skills and attitudes (KSAs) that are the focus for the particular program.

The specifications detailed in the Program Design should be considered flexible enough to incorporate any significant new ideas recommended by experts/resource persons who have been invited to provide technical assistance for the resource development.

2. Review available program resource packages.

a. Before closely examining any existing program resource, it is necessary to ensure that there are no restrictions in place regarding its use. It is important to check the copyright details associated with the materials to make sure DepED is able to use and reproduce it if required. If restrictions apply for DepED to utilize the program resource materials, it may not be feasible to consider the resource.

b. If existing program resources are available and can be used by DepED, then the PDRD-WG will need to make a decision as to the suitability of the materials for the intended program. In reviewing the materials the PDRD-WG needs to:

Compare what is described in the program design with what is outlined in the existing resource material under review. Make a decision in terms of their applicability and suitability of the resource material and whether it can be utilized.

If the resource material appears to be suitable, examine it further to see if it incorporates the standards and guiding principles which should be evident in program resources. The M&E tool, RD-M&E Form 2: Program Resource Package Review/Quality Assurance Tool should assist in this process.

c. Based on the review process, a decision is made to either:

Adopt the existing resource package without any changes Adapt the existing resource package and align it to current program



requirements Not to use the existing resource and to develop a new resource

package

Steps in Adopting, Adapting Existing Resource Materials or Developing a New Resource Package

If an existing resource package is considered suitable of adoption without requiring any further modifications, then the PDRD-WG should

review the materials and equipment required to implement the program prepare a budget that will support the program delivery in line with the

program specification and appropriated budget indicated in the program design. A template for the budget has been developed and can be found as Attachment 1; and

submit the Resource Package, along with the budget to the T&D Chief/Chair for approval prior to its delivery.

If existing program resource package/materials need to be adapted or modified, it is suggested that the steps outlined below are followed. Content from the existing program can be incorporated where appropriate. The same steps are recommended for the development of a new resource package for a specific program.

1. Study and observe the standards and guiding principles. There are set standards and guiding principles for the development of a new program resource package found at the beginning of this guide. Make sure that these standards are met and that the principles are observed in the materials that will be developed.

2. Study the T&D Resource Package Template.Examine the required information and the key elements expected to be included in the Resource Package Template found in Attachment 1. An e-version of the template should be used by the PDRD-WG when developing the resource package and guide the process.

3. Complete the write-up of the specific program resource package which is being developed:

3.1. Write the required General Program Information.

The General Program Information is the same as that in the first section of the Program Design. This contains the Title, Program Description, Prerequisite Program, if any, Duration, Management Level of the Program, Delivery Mode, Target Personnel, Budget Requirements, Rationale, Objectives, End of Program Outputs and Expected Final Outcomes/Success Indicators.

This may be copied en toto and pasted in the required section of the Resource Development Template. There may be some minor refinements made in the course of the development process that need to



be adjusted.

3.2. Organize the Detailed Program Content and Expected Outputs Matrix

The scope of the Program Design e.g. the Content Matrix is used as the primary reference for the development of this section. This section calls for a sequentially organized conceptualization of the sessions or activities to be conducted and the corresponding specific objectives, subject matter content, duration of activity, expected outputs and resource materials that will support the delivery of each activity/session. This will become the basis of the development of session or activity guides for the program.

3.3. Finalize the Program Schedule Matrix

Review the Activity Schedule found in the Program Design. This time, organize the activity/session titles (as identified in Program Content and Expected Outputs matrix developed in step #3.2) across the matrix. The Program Schedule Matrix guides the facilitators for the time management of the program delivery. The time allotment controls the volume of content that is developed for each session, or vice-versa.

3.4. Describe the instructional approach to be used for the program and on which the resource package is developed with consideration of the following:

3.4.1. Describe the general learning approach and methodology that is used for the program with consideration of the Formal Face-to-Face (F3) and the Job-embedded Learning (JEL) components. The andragogical or adult learning approach, for instance, is widely used for professional development training. The principles of adult learning are used to get intended results for competency-based professional development. The learning principles of constructivism may also be considered in identified professional development activities where these are appropriately used. (See section #4 below for the principles for andragogical and constructivist learning.)

3.5. List the required supplies and materials

There is an initial list of supplies and materials needed to conduct the training found in the Program Design. This may be reviewed and finalized in this section. The list should includes the materials and equipment required to facilitate all sessions (e.g. LCD, manila paper, markers, whiteboard, etc) as well as those needed by the target participants (IDs, training kit, folder, notebook, and pen).

4. Develop the Activity Guides based on andragogical and constructivist principles.

4.1. Activity Guide Templates for Formal Face-to-Face (F3) training and Job-embedded Learning (JEL) are suggested in Attachment 1 of this guide.



Generally, the strategies follow the learning approach, which uses the andragogical and constructivist principles of learning.

4.1.1. Andragogy initially defined as "the art and science of helping adults learn," can be traced back to Alexander Kapp, a German grammar teacher who used it to describe Plato’s educational theory in 1833. Malcolm Knowles heard about the term and in 1968 and used it in an article on “Adult Leadership”. Since then, Knowles has become known as the principal expert on andragogy. The term andragogy has taken on a broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages. The six assumptions of andragogy as explained in the book, The Adult Learner by Knowles, Holton III, and Swanson published in 1998 are:

Adults need to know why they should learn something. Adults’ self-concept projects new patterns of learning where

they become self-directed, taking responsibility for their own learning and the direction it takes.

Adults have a lifetime of experience and they want to use what they know and want to be acknowledged for having that knowledge.

Adults become ready to learn something when they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems.

Adults are life, task or problem-centered in their orientation to learning.

Internal rather than external motivation for learning are more important such as increased job satisfaction, self-esteem and quality of life.

4.1.2 Constructivist learning theory says that all knowledge is constructed from a base of prior knowledge. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Below are seven of the principles of constructivism that may be used to guide Trainers/Mentors in engaging adult learners to participate in active learning:

Encourage and accept learners’ autonomy and initiative. Use raw data and primary sources for learning, e.g. student

test results, lesson plans, examination papers, lesson guides, school improvement plans.

For cognitive-based learning, use terms such as classify, analyze, predict, and create.



Use learner responses to build lesson concepts, change instructional strategies, and modify content.

Encourage learners to engage in dialogue, both with the Trainer/Mentor and with other learners.

Encourage learner inquiry by allowing them to ask thoughtful, open-ended questions and to ask questions to each other.

Seek elaboration of learner’s initial responses.

4.2. The session guides for the F3 component of the training could be developed to include the following elements: 4.2.1. Identifying Information: Session Title, Duration, Key

Understandings, Objectives, and Resources needed for the session.

4.2.2. The body of the session guide contains the suggested conduct of the activities using the 4A’s: Activity, Analysis, Abstraction and Application.

Introductory Activity: This part introduces the session content. Although at times optional, it is usually included to serve as a warm-up activity to give the learners/participants zest for the incoming session and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.

Activity: This is an interactive strategy to elicit adults’ prior learning experience. It serves as a springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered in this part of the session.

Analysis: Essential questions are included to serve as a guide for the facilitator in clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions allowing the trainees to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the trainees to understand the new concepts or skills that are to be presented in the next part of the session.

Abstraction: This outlines the key concepts, important skills that should be enhanced, the proper attitude that should be emphasized, and ways to improve one’s professional competencies. This is organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in this part of the session.



Application: This part is structured to ensure the commitment of the trainees to do something to apply their new learning in their own environment. Teachers, for instance, may create a learning structure for trying out a new teaching strategy. For School Heads, a plan to start a specific action where application of new learning is demonstrated.

Concluding Activity: This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter that inspires the participants to do something to practice their new learning.

4.3. A Job-embedded Learning (JEL) Contract Template is included as a part of the Resource package. It is a guide for the trainee to outline his/her plans to further implement learning activities in the workplace after a professional development activity. The contract contains the objectives, activities, timeframe; contact time required with the trainee’s JEL Team, resources needed, and the accomplishments and means of verifying outputs. This contract is accomplished by the trainee at the end of the F3 and/or in collaboration with a JEL Adviser. The JEL Adviser is generally a designated trainer of the F3 program and/or the trainee’s immediate supervisor and takes responsibility for supporting the trainees in the implementation of the JEL contract.

The JEL basically flows through six stages: 1. Plan Confirmation with JEL Team2. Implementation of specific JEL activities3. Reflection of accomplishments4. Enhancement of identified KSAs with difficulties5. Internalization for a job-embedded practice6. Sharing best practice with others

Further details on JEL can be found in the T&D Systems Operations Manual Volume 5: The Program Delivery System.

4.4 The duration for each section of the session is included in the activity/session guide.

4.5 Notes are provided for the facilitator, whenever needed, at any part of the session guide.

5. Develop Handouts and Support Materials

This portion is organized as a complete set of materials required for the conduct of the program. It includes the development of required handouts for the trainee’s further study of the session content. The

handouts should be based on the salient points discussed in the Abstraction part of the session.

templates to support the actually delivery of specific activities during the sessions

Powerpoint presentations to support the delivery of the sessions.



5.1. For new materials developed, the write-up must be properly documented, i.e. sources or references are acknowledged and quotations lifted are properly cited. If the whole material is used, the author must be written right after the title of the material, including the source.

5.2. Organize the handouts/templates in the order that they are to be used in the sessions.

6. Describe the monitoring and evaluation processes and prepare the tools that are applicable to the program

Monitoring and evaluation processes ensure that quality professional development programs are provided. In this section, describe the M&E processes that are conducted as part of the program.

6.1. Identify and prepare the specific M&E tools that should be used e.g. Participants’ review of program, Facilitators’ review of program, M&E report on the program.

6.2. Provide templates for summarizing results and reporting M&E results.

7. Develop the Line Item Budget

All costs associated with the implementation of the program need to be identified. An initial budget estimate was included in the Program Design, but now that the Resource Package is developed, it is necessary to review the budget and ensure that projected costs of all program activities are included. A template for the budget was developed and can be found as Attachment 1. The budget should remain within the allocated and approved funds. If the costs are above the budget allocation it should be clearly indicated in the Budget Requirements section of the Identifying Information and recommendations made as to how the additional funds are to be sourced.

8. Develop the Preface of the Package

A preface narrates elements of the resource package such as the purpose of the package and provides an overview of the information it contains. It may also contain information relating to the project that supported its development, an explanation of the perceived users, and an acknowledgment of those who contributed to the development of the resource package. The following may guide the writing of the preface:

The primary purpose of the resource package is usually written in fewer than 50 words. This is a description why the package was written not just what it is about, but why it matters.

A brief paragraph to explain the beginnings of the resource development. This could be an opportunity to further present the usefulness of the package.



An outline of the organization of the resource package. This part points out how the different sections would be used and their significance to the program.

A discussion of sources and how they were used in this package. An acknowledgment to those who significantly provided assistance,

inspiration, and invaluable contributions in the course of the development of the package.

Technical Enhancement of the Instructional Design of the Resource Package

The technical portions of the materials may be developed to enhance the instructional design, e.g. format and delivery. The PDRD-WG may request technical assistance from personnel from the LRMDS or use of its facility and resources. Enhancement of the resource package may include providing an interactive format for some portions, powerpoint presentations of the lecturette, film clips, animation, visual enhancements and other technical elements of the resource package. Resource packages can be collaboratively developed, if needed, by personnel from both the T&D and LRMD Systems.

Quality Assurance of the Resource Package and Monitoring and Evaluation of the process

It is the responsibility of the PDRD-WG of the school/division/region to ensure the quality of the Resource Package. The PDRD-WG use RD-M&E Form 2 Program Resource Package Review Quality Assurance Tool for this internal review process. Once the PDRD-WG is satisfied with the quality of the program resource package, all members should sign the resource package indicating their endorsement of the package.

The Resource Package is then submitted to the T&D Chief/Chair. The T&D Chief/Chair is responsible for reviewing the Resource Package to ensure its quality. To assist in the review process, the T&D Chief/Chair needs to establish a Quality Assurance (QA) team to review the resource package. The QA team at the Region and Division level consists of members from within the RO or DO or from other agencies such as the TEIs who have expertise relating to the specific content of the package and experience working with the target group identified in the program content. At the school level, the School Head submits the developed resource package to the PSDS/ES for quality assurance The RD-M&E-Form 2, Program Resource Package Review Quality Assurance Tool is used to assist in the QA process.

If the QA results indicate that the resource package is lacking in some essential elements or requires further refinement, the PDRD-WG is asked to further enhance the material.

The M&E processes associated with the development of the resource package are finalized and any recommendations for improvement should be incorporated into future processes. The following M&E Tools for Resource Development have been developed



T&D Form 1: Individual Profile Template RD-Form 1: End of Program Resource Package Development Evaluation RD-Form 2: Program Resource Package Review Quality Assurance Tool

The Matrix below describes the mechanisms and tools. The tools are found in the in Attachment 2).



M&E tool to be used

Who will be responsible

for the monitoring

When will the

monitoring take place


The membership of the teams responsible for the development of Program Resource Package in relation to the level of experiences which individuals bring to the team

All members of the Resource Development team are asked to provide a personal profile outlining their work experiences and qualifications.

T&D-Form 1: Individual Profile Template

PDRD-WG During the formation of the team

PDRD-WG analyzes the profiles to ensure that teams have members with relevant experiences. Recommendations based on the analysis are made to improve future team membership and are included in the Program Completion Report

At Region, Division and School Levels, profiles are to be entered into the TDIS

Team Members’ perception of the extent they successfully completed the Program Resource Package process

Team members complete the Form for End of Program Resource Package Development Evaluation

RD-Form 1: End of Program Resource Package Development Evaluation

PDRD-WG Following the completion of the Resource Package development process at the region, division and school level

End of Program Resource Package Development Evaluation Forms are collated by the PDRD-WG and reviewed to identify how the processes can be improved.A summary of the results are included in the Program Completion Report and recommendations incorporated into future processes



Completed Resource Package

An initial review of the Resource Packages is conducted at the region, division and school level

QA teams are organized to review final Resource Packages developed at the Region, Division and school levels

RD-Form 2: Program Resource Package Review/ Quality Assurance Tool

PDRD-WG at the region, Division and school level

QA teams established at the Region, Division and school level

At the completion of a Resource Package development process

The Program Resource Package is refined based on recommendations from the review/QABased on the results of the review, a decision is made regarding whether the program is to be implemented or not

Recommendations are made to improve future Resource Package development processes and included in the Program Completion Report

Future Refinement of the T&D Resource Package

Following the initial implementation of the program, the PDRD-WG reconvenes to review the M&E reports relating to the resource package and its use during the actual delivery of the program. Based on the M&E results, the resource package is adjusted and further refined to enhance its quality.

The PDRD-WG should submit the refined Resource Packages to the T&D Chief/Chair for uploading onto the TDIS and the LRMDS Portal so it can be easily accessed for future reference and shared with others. School level Resource Packages may be submitted through the Division PDRD-WG.



Attachment 1: The Training and Development Resource Package Template



Republic of the Philippines

Department of Education

(Add Title of Program)

Training and Development Resource Package

TEMPLATE

(Add Date e.g. May 2009)



PREPARED BY THE TRAINING AND DEVELOPMENT TEAM

School---------------------------------------------------------Division of ___________________________________ Region ________________

Name Designation________ ______________________ ______________________ ______________________ ______________

Advisers:



PREFACE

(This is to written once the Resource Package has been developed. It is the last step in the process.)

A preface narrates elements of the resource package such as the purpose of the package and an overview of the information it contains. It may also contain information relating to the project that supported its development, an explanation of the perceived users, and an acknowledgment of those who contributed to the development of the resource package.



1. General Program Information: (Copy from Program Design)

Program Title :

Program Description:

Prerequisite Programs:

Duration :

Management Level of Program Delivery Mode

Target Personnel:

Budget Requirements:

Rationale:

Objectives:

End of Program Outputs:

A. Formal Face to Face (F3) Component

B. Job –Embedded Learning ((JEL) Component

Expected Final Outcomes/Success Indicators:



2. The Program Delivery

A. The Program Content and Expected Outputs:(List the activities/modules or sessions that will be conducted. Note the specific objectives which are to be developed, the key understanding to be developed, the duration of the activity and the expected outputs for each activity. Use the Content Matrix from the Program Design as a guide. Identify the resource materials which are required to implement each activity/module/ or session.

No. Activity/ Module/

Session Title

Specific Objectives

(KSAs)

Content DurationHr/min.

Expected Output of the activity/

session

Resource Materials

1. -Session Guide -Handout -PowerPoint-Activity Sheet -Video clip

2.

3.

B. Program Schedule Matrix:(Outline how the program will be structured and develop the Program Schedule matrix. Use the Activity Schedule in the Program Design as a guide e.g. for a training workshop you may complete the following table, develop another template for a different type of mode of delivery e.g. LAC Sessions, coaching.

A. Formal Face-to-Face (F3)Time Day 1 Day2 Day3 Day4. . .AM

AM

PM

PM

B. Job-Embedded Learning ActivitiesMonth 1 Month 2 Month 3 Month 4...

Week 1

Week 2 Start Meeting

Week 3

Week 4

3. 4. Learning Approach/Methodology for the program



(Describe here the learning approach and methodology which will be used to deliver the program. Refer to Step #4 in the Training and Development Resource Development Guide and Tools.)

5. Program Supplies/Equipment/Materials(List the supplies/equipment/materials which will be needed to support the implementation for the program. Update the Resource List developed for the Program Design)

EXAMPLE : Meta strips, Manila paper Marker pens, Chalk, White board markers Masking tape, Scissors Computer, LCD Name tags Envelopes with paper strips containing NCBTS Domains, strands and indicators

(see SLE 3) Pencils, Ballpoint pens, Note books Bond papers Crayons

6. Activity Guides based on andragogical and constructivism principles. See sample

- Session Guide Templates - Teaching Demonstration Activity Guide Template- Professional Reading Activity Guide Template - JEL Contract

7. Handouts and Support Materials



(include any handouts and support materials needed for the delivery of the program)

a) List of Handouts and Support Materials

Session No/Title Title of Handout Support MaterialsDVD : “------“Powerpoint Interactive…Matrix on ….

b) Handouts (add all handouts in order of delivery. Use the template below)

c) Support materials (e.g. add copies of all the support materials required for delivery e.g. matrixes, hard copies of Powerpoint presentations)

8. Monitoring and Evaluation (Describe the M&E processes that will be followed and add the M&E tools which will be used. Tools


Handout Title :_________________________________________________

Author : ______________________________________________________

Source/Year : ___________________________________________________

(Develop Handout Here)


have been developed for monitoring and evaluating the F3 and JEL training programs and can be found in T&D Systems Operations Manual Volume 5: The Program Delivery System, and may be used here if suitable)

Examples of M&E Tools which may be used include:

F3-M&E Form 8: Trainee’s End of F3 Program Assessment (with Consolidation Template)This instrument is used to collect information of the Trainees level of satisfaction with the F3 phase of the training program. All trainees will complete this evaluation at the end of the F3 phase of the training program and the results will be used to inform future delivery of the training program and to enhance Program Management and Trainers future performance. Its consolidated results will be analyzed and used to inform the final F3 Program Completion Report.

F3-M&E Form 10: Rapid Competency Assessment Before and After the F3 ProgramThis instrument is used to collect information of the Trainee’s self-perception of their level of competency before and after their involvement in a F3 training program. Completion of the instrument will be at the beginning of the F3 phase of the program and again at the end of the F3 program. Results will be used to inform future delivery of the training program. Consolidated results will analyzed and used to inform the final F3 Program Completion Report.

JEL-M&E Form 4: Trainee’s End of JEL Evaluation All trainees will complete an evaluation of the JEL phase of the training program at the end of the JEL phase of the training program and the Program Management Staff will be responsible to consolidate results. This will collect information of the Trainees level of satisfaction with the JEL phase of the training program. Results will be used to inform future JEL delivery of the training program, will be analyzed and used to inform the final JEL Program Completion Report.



The Activity GuidesSample 1:

Session 1: (Title)

Duration of Session

00 hours

Key Understandings to be developed

A B C

Learning Objectives

1. Discuss 2. Analyse3. Apply…

Resources Handouts on …Activity Sheet : »Powerpoint: ,,,,

Introductory Activity (Optional)

Activity

1. Introduce the activity to the participants by …Ask the participants to …Play any particular song and allow the participants Ask the following Questions :

2. Form 5 groups and have each group do the following:Distribute the materials to the participants: manila paper, metacards, pair of scissors, marking pens, masking tape

3. After the allotted time for the activity, give instructions

Analysis After the viewing, ask the following questions:

- On Process(skills and values)- On content

1. Using the published outputs of the five groups, ask the following question:2. Then direct the participants to …

Abstraction/ Present the power point to introduce the key understandings, skills and attitudes


SESSION GUIDE Template


Generalization developed…

Allow a discussion of each presentation and direct the attention of the participants on how to …

Application Develop a creative presentation that highlights key learning about …..Write a journal describing…..Develop an action plan demonstrating …..

Concluding Activity

1. Ask the participants to …2. Ask each group to generate suggestions on how to support …3. End the session by reviewing the key understandings developed and by

citing to the school head/teacher his or her …



The Activity GuidesSample 2:

Activity 1: (Title)

Duration of Session 00 hours

Objectives of the teaching demonstration

1. Discuss 2. Analyse3. Apply…

Phases of the Session

Time Method Materials Used

I. Session Overview 10 minutes “Balitaan” (for the succeeding sessions)

Presentation Learning Competency Learning Objectives Lesson Content Demonstration Teacher

Distribution of Lesson Plans and Form 178

PSSLC/PELC (PO)

Lesson Plan (All)

Form 178/TLOC (All except the DT)

II. Demonstration Teaching Proper

60 minutes Demonstration Teaching Lesson PlanForm 178/TLOC

III. Post-Demo Conference

10 minutes Interview Interview Guide Questions (see sample below for Process Observers)

IV. Post-Critiquing Conference

10 minutes Interview Peer Critiquing Guide (refer to ample below for Process Observer)

V. Journal Writing 20 minutes Reflective Writing Journal Writing Guide Questions (see sample below)

VI. Concluding Activity

5 minutes Wrapping Up

Interview Guide Questions for Post-Demo Conference


Teaching Demonstration Activity Guide Template


1. How do you feel about the conduct of your demonstration teaching?

2. What do you perceive to be your strengths that contributed to the success of your demonstration?

3. Did you encounter any difficulties in the delivery of the lesson? How did you address these difficulties?

4. What teaching competencies were you able to enhance through your demonstration?

5. What changes would you make to your teaching-learning practice if you were to teach this lesson again?

SAMPLE Peer Critiquing Guide

LESSON Standards Yes or NoTeacher’s Professional

Competencies Being Enhanced

(Refer to NCBTS KSAs)

Students’/Pupils’ Learning Competencies addressed

1. ObjectivesA. Are the objectives

PELC/PSSLC-based?B. Do the objectives follow the

SMART standards?

2. ContentA. Is the lesson content: accurate? relevant? meaningful? updated? integrative?

B. Are the support instructional materials: appropriate? adequate? varied? updated?

3. Strategies/ActivitiesA.Are the strategies/

activities: appropriate? engaging? challenging? child-friendly? adaptable?

4. AssessmentA. Is the assessment: valid? authentic? performance-based?

5. DeliveryA.Were the preliminary

activities (review, motivation, etc.) undertaken?



B.Were the activities properly executed?

C.Was the use of instructional time maximized?

6. Classroom ManagementA. Is the learning environment:

safe? orderly? clean?

7. Recommendations/AgreementA.Would you have

suggestions for the improvement of a specific part of the lesson?

B.Would you adopt/adapt the lesson presented?

Journal Writing Guide Questions1. What concepts were developed during the lesson?2. What good teaching practices were demonstrated during the lesson?3. What recommendations would you make to enhance the lesson?



The Activity GuidesSAMPLE 3

Title of Reading Material:

Target Competencies (NCBTS-TSNA):

Clientele Group:

Time Duration:

Phases Objective/s Content Time Frame

Method/Process Materials

Read 1 week (1st wk)

The SH/facilitator will distribute reading materials with questionnaire to the personnel concerned to study for a week.

Bibliographical entries of Professional Reading Materials

Reflect 2 hours (1st wk)

At the end of the week, the reader should internalize the materials read by writing a journal and answering a questionnaire.

JournalQuestionnaire

Relate (2nd wk)

By the second week, a team composed of five members will share their responses. They have to list down the commonalities and discuss the differences to arrive at a conformity/consensus or make a summary.

Portfolio

Reach out (3rd wk)

By the third week, the team members will showcase the significant learning to apply what they have gained from their readings to enhance the target professional competencies.

Ex. IMs/CAIMs

Revisit 4 hours(4th wk)

At the end of the fourth week, all the personnel will convene in a plenary to affirm the results and findings of the activity. A self-assessment checklist will be accomplished by each participant.

Assessment Tool


Professional Reading Activity Guide TemplateThe 5 R’s (Read, Reflect, Relate, Reach out, Revisit)


Job-Embedded Learning (JEL) Contract Template(Use electronic version when filling the form.)

Learner (Trainee) Name School/Division/Region

Title of F3 Training Attended

Date of F3 Training

Trainee’s Present Position

Gender

My JEL Team Immediate Supervisor

Trainer/Coach for JEL

Priority Competencies Addressed/Goal and Objective for the JELSpecific Competency Areas to improve during the JEL



BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS(A separate electronic file in excel format is available)

Activity :________________________ Level: RegionVenue :________________________ DivisionDate :________________________ Cluster

School

Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

Professional Learning Teams Peer Observation Programs

Workshop Accredited Courses

Structured Professional Reading Personal Professional Reading

Practicum/School Visit Programs On-line Learning Programs

External Consultant/Critical Friend Others: Please specify __________________

ITEM OF EXPENDITURE

# REQUIRED(e.g. # of pax / units / sets /

hr)

Cost per Unit/Hour

Total # of days

Amount

A. Pre Implementation Designing / Materials Development Honorarium Materials Travelling Expenses Fares: Air Land Sea

Sub-total Pre Implementation

B. Implementation Live-IN:

Accommodation & Food Live-OUT:

Food Training materials Equipment Rental (Specify)

Streamer/ Banner Reproduction Cost



Allowance Per Diems Honoraria

Travelling Expenses Fares: Air Land Sea Vehicle Rental Terminal Fees Toll Fees Fuel

Sub-total Implementation

Total A & B

Contingency 10%

GRAND TOTAL


Designation:

Date:

Designation:

Date:

Designation:

Date:

Prepared by: Prepared by: Prepared by:


APPROVAL SHEET

This Resource Package has been prepared by the following PDRD-WG Members on ________( add date):

______________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ______________________________

Reviewed By:

_____________________________PDRD-WG Head

Recommending Approval:

_____________________________________T&D Chief/Chair) Date:

Certifying the Availability of Funds:

_____________________________________(Finance Officer) Date:

APPROVED:

_______________________________________Regional Director (for Regional Program Design)

Schools Division Superintendent (for Division/School Program Design)

Date:



Attachment 2: Monitoring and Evaluation Tools for Resource Development



M&E for the T&D Resource Development System

M&E tools are provided to support the resource development process. The following tools are available:

T&D-M&E Form 1: Individual Profile TemplateRD-M&E Form 1: End of Resource Package Development EvaluationRD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool

The matrix below describes the M&E processes and tools.



M&E tool to be used

Who will be responsible for the monitoring

When will the monitoring take place


The membership of the teams responsible for the development of Program Resource Package in relation to the level of experiences which individuals bring to the team

All members of the Resource Development team are asked to provide a personal profile outlining their work experiences and qualifications.

T&D-Form 1: Individual Profile Template

PDRD-WG During the formation of the team

PDRD-WG analyzes the profiles to ensure that teams have members with relevant experiences. Recommendations based on the analysis are made to improve future team membership and are included in the Program Completion Report

At Region, Division and School Levels, profiles are to be entered into the TDIS

Team Members’ perception of the extent they successfully completed the Program Resource Package process

Team members complete the Form for End of Program Resource Package Development Evaluation

RD-Form 1: End of Program Resource Package Development Evaluation

PDRD-WG Following the completion of the Resource Package development process at the region, division and school level

End of Program Resource Package Development Evaluation Forms are collated by the PDRD-WG and reviewed to identify how the processes can be improved.A summary of the results are included in the Program Completion Report and recommendations incorporated into future processes

Completed Resource Package

An initial review of the Resource Packages is conducted at the region, division and school level

QA teams are organized to

RD-Form 2: Program Resource Package Review/ Quality Assurance Tool

PDRD-WG at the region, Division and school level

QA teams established at

At the completion of a Resource Package development process

The Program Resource Package is refined based on recommendations from the review/QABased on the results of the review, a decision is made regarding whether the program is to be implemented or not.Recommendations are



review final Resource Packages developed at the Region, Division and school levels

the Region, Division and school level

made to improve future Resource Package development processes and included in the Program Completion Report.




I PERSONAL DATAName:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable):

Sex: Male FemaleDate of Birth: Home Address: Contact #: e-mail address: Region: Division: District: Office/School: Address: Current Position:

Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE(List from most current.)

POSITION MAIN AREA OF RESPONSIBILITY e.g. subjects taught, level supervised

LEVEL e.g. Elem/Sec/ALS school, district, division, region

INCLUSIVE

PERIOD




III. TRAINING ATTENDED OVER THE LAST THREE YEARS

Please check training focus and management level for all training attended over the last three years.

Training Focus Training attended over last 3 years ()

Management Level of TrainingCentral Region Division Cluster School

Curriculum

Resource Materials Development

Planning

Management

Policy Development

Research

Other, please specify ______________

IV. SIGNIFICANT EXPERIENCES

Identify which of the following areas you consider to be your area(s) of expertise: School Based Management Monitoring and Evaluation Quality Assurance Subject Specialization: _____________) Access Education Policy Development Education Planning ICT Learning Resource Materials Development Other, please specify ________________ Delivery of Training

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify --





V. TRAINING AND DEVELOPMENT EXPERIENCES

Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training



I certify that the information I have given to the foregoing questions are true, complete, and correct to the best of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be incorporated into the T&D Information System Database.



RD-M&E Form 1: End of Resource Package Development Evaluation

Name of Resource Material Developer: ______________________Sex: Male: Female:

Title of Resource Package Developed: ____________________________________

Target Personnel Group: _______________________________________________Please rate how you think the Training & Development Resource Package Development team implemented the following processes involved in the development of the resource package. Please tick the appropriate column for your rating using the scale below.

To what extent did the developers demonstrate the following? 1 2 3 41 Considered the Program Design when developing the Resource Package2 Examined existing resource materials/packages for the purpose of adoption/adaption3 Followed the standards and guiding principles in the development of the resource package 4 Conceptualized the context matrix clearly articulating the requirement of the program in

relation to: a. activities to be conductedb. specific objectives to be achievedc. key understanding to be developedd. resource materials required

5 Outlined a sequentially organized schedule of activities to support the implementation of the program including both the F3 and JEL Components

6 Articulated in the resource package a clear learning approach and methodology for both the F3 and JEL components

7 Developed session guides, (including accompanying powerpoint presentations and scripts) that clearly outline the conduct of all activities

8 Developed all the necessary handouts and reading materials required for the successful implementation of the program

9 Identified all the materials required to support the delivery of the program10 Described the monitoring and evaluation process clearly and developed any necessary M&E

tools11 Reviewed and quality assured the Resource Package 12 Enhanced competencies in program resource development13 Expressed learning gained during the resource development process

Do you have other comments/suggestions/recommendations for the improvement of the resource package development process?

Please submit completed form to PDRD-WG. Results should be incorporated into the Program Completion Report


Numerical Rating Interpretation4 Very High Extent3 High Extent2 Low Extent1 Very Low Extent


RD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool

This form is used by both the PDRD-WG and the Quality Assurance Team to support the review and quality assurance of the developed program resource package at the region, division, school levels. The PDRD-WG will use the form to internally review its work before submitting the Program Resource Package for QA, through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will establish a Quality Assurance Team to review the developed program resource package to ensure that it meets the standards set for program resource development.

Rating Guide:Numerical Rating Interpretation

4 Very High Extent3 High Extent2 Low Extent1 Very Low Extent

Use the scale above to assess the Program Resource Package and check the appropriate column for each item.

Standards for Professional Development Materials 1 2 3 4

A. I

nteg

rity

1. It is accurate in content and reflects the ways in which knowledge is conceptualized within the domain.

2. There is logical and smooth flow of ideas.

3. It uses language and symbols of the content domain and its way of representation, and supports learners in developing and using them.

4 It uses the following correctly and appropriately:- - terms and expressions- - symbols and notations- - diagrammatic representation- - graphical representation

5. It assists the learner by identifying and differentiating between different points of view and perspectives presented.

6. It is supported with content that is based on current research and incorporates innovative strategies and best practices.

7. Presentation of factual content is accurate and up-to-date.

8. There are no outdated information, improper use of statistics; inaccurate graphs; over simplified models, examples or simulations.

9. Sources of information are identified and properly referenced.



B. L

earn

er-f

ocus

10. It deepens educators’ content knowledge and enhances competencies?

11. Learning objectives are made explicit to learners/users.

12. It promotes adult learning principles

13. Content is structured to scaffold learning.

14. The resource package takes into consideration the specific needs of the target group and the context in which they work.

C. U

sabi

lity

15. Clear instructions for use are provided (i.e. purpose, processes, intended outcomes are explicit).

16. Learning and information design is intuitive (i.e. the user knows what to do and how to do it).

17. The context matrix is clearly conceptualized articulating the activities, specific objectives, key understanding and resource materials required to deliver the program.

18. It has a clear schedule of activities outlined to support the implementation of the program.

19. It includes appropriate follow-up and technical assistance that will support the development of competencies in the work place.

20. The resource package technology enhances the conduct and is cost effective for training purposes

D. A

cces

sibi

lity

21. The learning resource connects to trainees’ personal/local knowledge and experience

- linguistic and cultural experience- local (community/geographic) conditions- individual and family circumstances- including, gender,

abilities, economic conditions- interest and degree of engagement (in particular

addresses differently abled learners)22. Material is free of ideological, cultural, religious, racial, and gender

biases and prejudices.23. Resource does not confront or embarrass learners in any of the

following ways: - require learner to expose personal data which may

embarrass them- invade learners’ privacy- unfavourably compare learners’ learning performance

with learners’ identity- unfavourably or stereotypically compare family or

community characteristics with learners’ identity - unnecessarily or indiscriminately confront cultural beliefs or practices

E. P

rovi

sion

of

Supp

ort

Mat

eria

ls

24. The session guides, including accompanying powerpoints and scripts, are clear and logically sequenced

25. All the necessary handouts and reading materials required for the successful implementation of the program have been developed



F. C

olla

bora

tive

Dev

elop

men

t26. The resource package reflects a product of group effort among

qualified and competent educators.G

. Pro

visi

on

for

M&

E

27. The resource package provides monitoring and evaluation scheme and tools

What are your comments/suggestions/recommendations for the improvement of the resource package?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________

Results should be shared with the Program Resource Development Working Group and inform the development of the Program Completion Report



Acknowledgements

to

Region VI Region VII Region VIIIViolenda Gonzales, AO-V Emiliano Elnar, Jr. Div Chief Alejandra Lagumbay, P-IILydia Antang, Asst. Div Chief Milagros Villanueva, ES-II Adelma Rabuya, PSDSEditha Segubre, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-IRenato Ballesteros, ES-II Leah Apao, ES-II Jovena Amac, HT-IIIAylen Tuvilla, ES-II Luz Jandayan, ES-IIAmelita Pitalgo, ES-II

Negros Occidental Bohol/Tagbilaran Northern SamarMarsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-IMichell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-IIICorazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-IIIRegie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDSSusan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-IJoyce Aringo, P-II Remigio Arana, MT-I Noe Hermosilla, P-IJuna Flores, HT III Casiana, Caberte, PSDSCristina Zaragoza, TIC

DepED- EDPITAF T&D Coordinator

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. QuinnInternational Technical Adviser

Twila G. PunsalanNational Technical Adviser

The Project STRIVE 2 Training and Development Component Members who developed the standards, processes and tools of the PDRD System Operations Manual, Volume 4


Documents

D System - Department of Educationtdis.deped.gov.ph/uploads/assets/Volume 4_PDRD System... · Web viewHRD-SDD Human Resource Development – Staff Development Division HRM Human Resources